Conceptual Framework



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.


Academic Discourse Community Academic Literary Criticism Hegemonic Features Language Minority Students Heritage Language Speakers 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Department of Curriculum and TeachingThe University of KansasLawrenceUSA

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