English as identity formation
Ryan, Mary, Cremin, Teresa, & Ferreira, Ana (2014) English as identity formation. English Teaching : Practice and Critique, 13(3), pp. 1-4.
Literate practices and identities matter, those of both students and their teachers. There is considerable research exploring the discursive construction of students’ literacy practices and identities and the discursively mediated identities of literacy and English teachers. As Moje and Luke (2009) note, how identity is viewed influences and is influenced by the way literacy is viewed. Teachers’ literate identities and conceptualisations of literacy shape what counts as literacy in their classrooms, but also frame, shape and often limit students’ identities, both as readers and as writers (Hall, 2012).
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|Item Type:||Journal Article|
|Keywords:||English, Identity, Literacy practices, Literate identities|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2014 The Author(s)|
|Deposited On:||14 Jan 2015 22:28|
|Last Modified:||22 Sep 2016 22:32|
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