British Journal of Woods, P., & Jeffrey, B. (2002). The reconstruction of primary teachers’ identities. Sociology of Education, 23(1), 89-106. Wortham, S. (2006). Learning identity: The joint emergence of social identification and Cambridge, UK: Cambridge University Press. academic learning. Xu, H. (2012). Imagined community falling apart: A case study on the transformation of professional TESOL Quarterly, 46(3), identities of novice ESOL teachers in China. 568-578. Yim, S. (2007). Globalization and language policy in South Korea. In A. Tsui & J. Tollefson (Eds.), Language policy, culture and identity in Asian contexts (pp. 37-53). Mahwah, NJ: Lawrence Erlbaum Associates. Teachers and Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teaching: Theory and Practice, 9(3), 213–238. Zhou, Q. (2009). Language, ethnicity and identity in China. In J. Lo Bianco, J. Orton, & Y. Gao (Eds.), (pp. 169-180). China and English: Globalisation and the dilemmas of identity Clevedon, UK: Multilingual Matters. Zembylas, M. (2003). Interrogating “teacher identity”: Emotion, resistance, and self-formation. Educational Theory, 53(1), 107-127. Zentella, A. C. (1998). Multiple codes, multiple identities: Puerto Rican children in New York City. In S. M. Kids talk: Strategic language use in later childhood Hoyle & C. T. Adger (Eds.), (pp. 95-112). New York, NY: Oxford University Press. Zimmerman, D. (1998). Discourse identities and social identities. In C. Antaki & S. Widdicombe (Eds.), Identities in talk (pp. 87-106). Thousand Oaks, CA: Sage. Zuengler, J. (1989). Identity and IL development and use. 80-96. Applied Linguistics, 10(1),
Woods, P., & Jeffrey, B. (2002). The reconstruction of primary teachers’ identities. British Journal of Sociology of Education, 23(1), 89-106. Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge, UK: Cambridge University Press. Xu, H. (2012). Imagined community falling apart: A case study on the transformation of professional identities of novice ESOL teachers in China. TESOL Quarterly, 46(3), 568-578. Yim, S. (2007). Globalization and language policy in South Korea. In A. Tsui & J. Tollefson (Eds.), Language policy, culture and identity in Asian contexts (pp. 37-53). Mahwah, NJ: Lawrence Erlbaum Associates. Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238. Zhou, Q. (2009). Language, ethnicity and identity in China. In J. Lo Bianco, J. Orton, & Y. Gao (Eds.), China and English: Globalisation and the dilemmas of identity (pp. 169-180). Clevedon, UK: Multilingual Matters. Zembylas, M. (2003). Interrogating “teacher identity”: Emotion, resistance, and self-formation. Educational Theory, 53(1), 107-127. Zentella, A. C. (1998). Multiple codes, multiple identities: Puerto Rican children in New York City. In S. M. Hoyle & C. T. Adger (Eds.), Kids talk: Strategic language use in later childhood (pp. 95-112). New York, NY: Oxford University Press. Zimmerman, D. (1998). Discourse identities and social identities. In C. Antaki & S. Widdicombe (Eds.), Identities in talk (pp. 87-106). Thousand Oaks, CA: Sage. Zuengler, J. (1989). Identity and IL development and use. Applied Linguistics, 10(1), 80-96.
IdentityLanguageLearningTeaching_SelectedReferences_9November2015.docx