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International Handbook of English Language Teaching pp 669–680Cite as

Imagined Communities, Identity, and English Language Learning

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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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Author information

Authors and Affiliations

  1. Temple University, USA

    Aneta Pavlenko

  2. The University of British Columbia, Canada

    Bonny Norton

Authors
  1. Aneta Pavlenko
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  2. Bonny Norton
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Editor information

Editors and Affiliations

  1. Ontario Institute for Studies in Education, Canada

    Jim Cummins

  2. The University of Hong Kong, China

    Chris Davison

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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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