Second Language Identity
Awareness, Ideology, and Assessment in Higher Education
317 pages · Released Aug 10, 2023 · Cambridge University Press
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Second Language Identity parent’s guide: what’s inside
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A note for parents
This is an academic research monograph for higher education professionals and scholars, not a children's or young adult book. It focuses on theoretical frameworks in second language acquisition and pedagogy and would not be typically assigned to a general audience before college or graduate study.
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From the publisher
Increasing globalization presents both challenges and opportunities to the higher education sector. This pioneering book shows how interaction between the two fields of foreign language pedagogy and second language acquisition (SLA) can facilitate more effective language development at an advanced level. Establishing a... Increasing globalization presents both challenges and opportunities to the higher education sector. This pioneering book shows how interaction between the two fields of foreign language pedagogy and second language acquisition (SLA) can facilitate more effective language development at an advanced level. Establishing a new research agenda to describe, assess, and study high-level language use, it uses mixed-methods analyses within a sociocognitive framework to explore constructs such as second language (L2) identity and critical language awareness as essential components of multilingualism and global citizenship. It approaches L2 advancedness from multiple perspectives, examining the L2 learner and their understanding of advanced language use, highlighting individual differences among foreign-language professionals regarding high-level language use, positing the need for unified departmental missions, and analysing alternative constructs to assess L2 advancedness. Throughout, analyses of quantitative and qualitative data are used to demonstrate the multiple dimensions of advanced second language use in higher education.
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- Language Arts & Disciplines
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ISBN 9781316800218 · Cambridge University Press