Abstract
This chapter outlines the theoretical underpinnings of the book. I explore the notions of social identity in communities of practice and academic literacies. In accordance with poststructuralist approaches to identity in applied linguistics, I argue that learning is a constant process of identity (trans)formation because it affects the ways in which individuals position themselves as well as the ways they are positioned by others. I also discuss the multidirectional nature of situated learning in academic discourse communities. Academic discourse communities from a critical perspective foreground the hegemonic features of linguistic, institutional, and contextual dimensions of disciplinary knowledge, skills, dispositions, and practices. The second half of the chapter aims to theorize critical academic literacies by (1) redefining literacy—literacies as social practice, rather than the ability to read and write—(2) exploring academic literacies from New Literacy Studies, and (3) introducing the critical aspects of academic literacies that I align myself with in this study.
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Notes
- 1.
Although the term “identity” is useful because it is the common word for people’s sense of who they are and where they are from, it can be a misleadingly singular word. In this book, I use the plural word “identities” as well because it entails the multiplicity and hybridity of the ways in which people identify themselves and are identified by others.
- 2.
Here semiotic systems refer to signs (e.g., words, images, sounds, acts, or objects) and the conventions and rules of the meaning-making behaviors in which people engage in specific social contexts.
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Cho, H. (2018). Conceptual Framework. In: Critical Literacy Pedagogy for Bilingual Preservice Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-10-7935-1_2
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