Imagined Communities, Identity, and English Language Learning

  • Aneta Pavlenko
  • Bonny Norton
Part of the Springer International Handbooks of Education book series (SIHE, volume 15)

Abstract

This chapter introduces the notion of imagined communities as a way to better understand the relationship between second language learning and identity. It is argued that language learners’ actual and desired memberships in imagined communities affect their learning trajectories, influencing their agency, motivation, investment, and resistance in the learning of English. These influences are exemplified with regard to five identity clusters: postcolonial, global, ethnic, multilingual, and gendered identities. During the course of this discussion, we consider the relevance of imagined communities for classroom practice in English education.

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Copyright information

© Springer Science+Business Media, LLC. 2007

Authors and Affiliations

  • Aneta Pavlenko
    • 1
  • Bonny Norton
    • 2
  1. 1.Temple UniversityUSA
  2. 2.The University of British ColumbiaCanada

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