The Construction of Identity in L2 Academic Classroom Community: A Small Scale Study of Two Saudi MA in TESOL Students at North American University

dc.creator	Osman Z. Barnawi
dc.date	2009-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:27:41Z
dc.date.available	2015-07-20T22:27:41Z
dc.identifier	1305-578X
dc.identifier	https://doaj.org/article/b09f4ac7e2854d40b4a7bb7c0f85d6df
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21855
dc.description	Second language (L2) classrooms are venues for learners to construct their identities, which are socially, culturally, politically and historically situated. Informed by the theory of community of practice (COP), this paper examines how two Saudi first-year students who are pursuing their master degree in TESOL at American Universities shape and negotiate their identities (i.e., participation and membership) in their new academic communities, mainly in a L2 academic classroom. The data was collected through (1) a personal narrative which traces each student’s firs-year experience and view toward American oriented classroom participation, and (2) an individual interview to explore in-depth information missing in the narrative accounts. The findings suggest that both Saudi students experienced difficulties and challenges in negotiating competence, identities, and power relations, which was crucial for them to participate and be accepted as legitimate and competent members of their classroom communities. Based on these findings, this paper argues that newcomers’ (i.e., international students) socialization in a certain academic discourse community is conflictual and complex process, which involves struggle, negotiation and construction and deconstruction of identities. Possible implications for instruction are discussed.
dc.language	English
dc.language	Turkish
dc.publisher	Journal of Language and Linguistic Studies
dc.relation	http://www.jlls.org/Issues/Volume%205/No.2/ozbarnawi.pdf
dc.relation	https://doaj.org/toc/1305-578X
dc.source	Journal of Language and Linguistic Studies, Vol 5, Iss 2, Pp 62-84 (2009)
dc.subject	Identity
dc.subject	community of practice
dc.subject	participation
dc.subject	legitimacy
dc.subject	peripherality and membership
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The Construction of Identity in L2 Academic Classroom Community: A Small Scale Study of Two Saudi MA in TESOL Students at North American University
dc.type	article