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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Pavlenko, A., Norton, B. (2007). Imagined Communities, Identity, and English Language Learning. In: Cummins, J., Davison, C. (eds) International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-46301-8_43
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