Investment and Language Learning in the 21st Century
Investment and Language Learning in the 21st Century
复制标题
21世纪的投资和语言学习
DOI：
10.3917/ls.157.0019
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发表时间：
2016
影响因子：
2
通讯作者：
B. Norton
中科院分区：
文献类型：
--
作者：
Ron Darvin;B. Norton
本文探讨了语言学习投资的结构，该结构由Bonny Norton从20世纪90年代中期提出（Norton Peirce，1995; Norton，2000; 2013），并在最近的研究中与罗恩达尔文（Darvin & Norton，2015）一起扩展。作为对动机心理结构的社会学补充，投资已成为应用语言学和语言教育的关键结构（Kramsch，2013），并使人们能够看到或限制语言学习和教学的权力关系。本文重点讨论了达尔文和诺顿的投资扩展模型，该模型对技术引发的交流格局的变化做出了反应。为了解决全球化的矛盾和知识经济中无形的权力机制，该模型将投资定位于身份、资本和意识形态的交叉点。因此，它提供了一个重要的阐述，说明需要以何种方式将发言权理解为物质和意识形态上的构成。从学习者在加拿大和乌干达的数据，本文展示了投资是如何形成的定位学习者，他们的谈判学习的启示，以及系统的控制模式，影响他们的机构。本文的结论是，一个批判性的教学法，促进一个世界性的未来可能会增加投资的语言学习者的语言和识字的做法，在21世纪世纪的教室。
This article examines the construct of investment in language learning, developed by Bonny Norton from the mid 1990s (Norton Peirce, 1995; Norton, 2000; 2013), and expanded in more recent research with Ron Darvin (Darvin & Norton, 2015). A sociological complement to the psychological construct of motivation, investment has become a pivotal construct in applied linguistics and language education (Kramsch, 2013), and makes visible the relations of power that enable or constrain language learning and teaching. The paper focuses on Darvin and Norton’s expanded model of investment, which responds to changes in the communicative landscape spurred by technology. Seeking to address the paradoxes of globalization and the invisible mechanisms of power in the knowledge economy, the model locates investment at the intersection of identity, capital and ideology. As such, it provides an important elaboration of the ways in which the right to speak needs to be understood as materially and ideologically constructed. Drawing on data from learners in Canada and Uganda, the paper demonstrates how investment is shaped by the positioning of learners, their negotiation of learning affordances, and the systemic patterns of control that impinge on their agency. The paper concludes that a critical pedagogy promoting a cosmopolitan future may enhance the investments of language learners in the language and literacy practices of classrooms in the 21st century.
学习未来：教育、技术和社会变革
DOI：
--
发表时间：
2011
期刊：
--
影响因子：
--
作者：
Marmefelt
通讯作者：
Marmefelt