The Power of Identity and Ideology in Language Learning Designer Imm
This critical ethnographic school-based case study offers insights on the interaction between ideology and the identity development of individual English language learners in Singapore. Illustrated by case studies of the language learning experiences of f
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Peter I. De Costa
The Power of Identity and Ideology in Language Learning Designer Immigrants Learning English in Singapore
Multilingual Education Volume 18
Series Editors Andy Kirkpatrick Department of Languages and Linguistics, Griffith University Brisbane, Australia Bob Adamson Head, Department of International Education & Lifelong Learning Hong Kong Institute of Education, Tai Po, Hong Kong SAR Editorial Board Jan Blommaert, University of Tilburg, The Netherlands Feng Anwei, The University of Nottingham, Ningbo, China Ofelia Garcia, The Graduate Centre, City University of New York, USA Saran Kaur Gill, Universiti Kebangsaan Malaysia, Selangor, Malaysia Mingyue (Michelle) Gu, The Chinese University of Hong Kong, Shatin NT, Hong Kong SAR Gu Yueguo, The Chinese Academy of Social Sciences Hartmut Haberland, Roskilde University, Denmark Li Chor Shing David, The Hong Kong Institute of Education, Tai Po, Hong Kong SAR Li Wei, Birkbeck College, University of London, UK Low Ee-Ling, National Institute of Education, Singapore Tony Liddicoat, University of South Australia, Adelaide, Australia Ricardo Nolasco, University of the Philippines at Diliman, Manila, The Philippines Merrill Swain, Ontario Institute of Studies in Education, University of Toronto, Canada Virginia Yip Choy Yin, Chinese University of Hong Kong, Shatin, NT, Hong Kong SAR
The book series Multilingual Education publishes top quality monographs and edited volumes containing empirical research on multilingual language acquisition, language contact and the respective roles of languages in contexts where the languages are not cognate and where the scripts are often different, in order to be able to better understand the processes and issues involved and to inform governments and language policy makers. The volumes in this series are aimed primarily at researchers in education, especially multilingual education and other related fields, and those who are involved in the education of (language) teachers. Others who will be interested include key stakeholders and policy makers in the field of language policy and education. The editors welcome proposals and ideas for books that fit the series. For more information on how you can submit a proposal, please contact the publishing editor, Jolanda Voogd. E-mail: [email protected]
More information about this series at http://www.springer.com/series/8836
Peter I. De Costa
The Power of Identity and Ideology in Language Learning Designer Immigrants Learning English in Singapore
Peter I. De Costa Wells Hall B257 Michigan State University East Lansing, Michigan, USA
ISSN 2213-3208 Multilingual Education ISBN 978-3-319-30209-6 DOI 10.1007/978-3-319-30211-9
ISSN 2213-3216
(electronic)
ISBN 978-3-319-30211-9
(eBook)
Library of Congress Control Number: 2016934854 © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
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