By Jennifer Miller

This publication is set the connection among studying English as an extra language and the ways that immigrant scholars may be able to characterize their identities in school. In excessive colleges, how such scholars are heard by way of others should be simply as very important as how they converse.

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Additional info for Audible Difference: Esl and Social Identity in Schools (Languages for Intercultural Communication and Education 5)

Example text

The habitus enables spoken interpersonal interactions, along with participation in culturally valued literate practices, and is also necessary to maintain normalised relationships with others. The linguistic habitus is interrelated with other local fields of discourse and practice, and also with other forms of cultural, economic and social capital. It is also important to realise that the linguistic habitus is realised through a process of legitimisation, entailing a set of social relations or an institution, and the joint participation of speaker and listener.

These students supposedly travel on buses and trains, go shopping, see movies, talk to other students, field phone calls and emails – all in the second language. There is, one would suppose, ample opportunity for multiple interactions and practice, which Spolsky stresses are essential for natural acquisition. This supposition will be raised again later in the data chapters of this volume. However, it is worth pointing out that in the initial phases of their schooling, Queensland ESL students may be in an intensive formal language learning programme, where different conditions obtain.

The case studies in 21 Audible Difference Language, Identity and Audibility 22 Audible Difference this volume are an attempt to represent this ‘peculiar combination’. This chapter moves across a number of related theoretical fields and considerations, including a brief overview of insights from second language acquisition (SLA) theory, current critiques of SLA research based on broader social models from discourse-related work, and understandings from Bourdieu’s social theory. In this way it sets out the groundwork for theorising links between language, identity and audibility.

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