Borderland negotiations of identity in language education: Introducing the special issue

Yazan, Bedrettin
Rudolph, Nathanael
Selvi, Ali Fuad
Anzaldua's (1987, 2002) conceptual lens of "borderland spaces" can contribute greatly to understanding the complexity of language teaching and learning, in which individuals continually encounter, wrestle with and cross borders of "language," "culture," "place," and "identity" (Rutherford, 1990), as well as affirm and reify them in complex and, in many cases, seemingly conflicting ways. Building on and extending the growing body of research on identity, the current special issue adds to the scholarly conversation on identity in language education, with a focus on the multifaceted, fluid, and performative nature of the negotiation of being and becoming in borderland spaces characterized by movement, change, diversity, hybridity, and tension, and intersectionality. The studies in this issue illustrate how multilingual individuals perform their identities as they perpetuate, resist, patrol, question, and/or challenge the ideologies that both give shape to and reflect discursive and material spaces.


Language learning from the perspective of nonlinear dynamic systems
Hohenberger, Annette Edeltraud; Peltzer-Karpf, Annemarie (Walter de Gruyter GmbH, 2009-01-01)
This article outlines a nonlinear dynamic systems approach to language learning on the basis of developmental cognitive neuroscience. Language learning, on this view, is a process of experience-dependent shaping and selection of broadly defined domain-general and domain-specific genetic predispositions. The central concept of development is (neuro) cognitive,e growth in terms of self-organization. Linguistic structure-building is synergetic and emergent insofar as the acquisition of a critical mass of eleme...
The use of verbal morphology in Turkish as a third language: The case of Russian-English-Turkish trilinguals
Antonova-Unlu, Elena; Sağın Şimşek, Sultan Çiğdem (SAGE Publications, 2015-06-01)
Aims and Objectives: Several studies suggest that third language acquisition (TLA) is marked with complex patterns of language interaction. However, it is not clear yet to what extent multilinguals activate each of their background languages in TLA, as various factors may trigger the activation of one of the previously learnt languages. This study aims to contribute to the discussion by examining the use of verbal morphology in third language (L3) Turkish of Russian-English-Turkish trilinguals. We investiga...
Karaman, Abdullah Cendel (Informa UK Limited, 2007-12-01)
In world language teacher education, there are few opportunities that integrate preparing prospective educators for meaningful participation in intercultural dialogues and for deeper understanding of value conflicts. Student teaching abroad offers one such promising opportunity. With our conceptualization of a critical systems approach towards heightened global awareness, we present an alternative framework that can be used in studies on international student teaching (IST). Furthermore, we theorize a type ...
Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings
Topal, Pınar; Yiğitoğlu Aptoula, Nur (Elsevier BV, 2022-6)
The recent proliferation of studies on the language of reflection unveiled post-observation conferences (POC) as an essential setting in teachers’ professional development. As the studies on these conferences have mainly focused on pre-service settings, research on in-service context where the peers are the providers of feedback remains limited. In an attempt to address this gap, this study micro-analyzes the video recordings of 14 in-service POC sessions at an English preparatory school with the theoretica...
Language learning strategies and self-efficacy beliefs as predictors of english proficiency in a language preparatory school
Açıkel, Merih; Çapa Aydın, Yeşim; Department of Educational Sciences (2011)
The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learnin...
Citation Formats
B. Yazan, N. Rudolph, and A. F. Selvi, “Borderland negotiations of identity in language education: Introducing the special issue,” INTERNATIONAL MULTILINGUAL RESEARCH JOURNAL, pp. 133–136, 2019, Accessed: 00, 2020. [Online]. Available: