Please use this identifier to cite or link to this item: https://doi.org/10.1016/j.linged.2006.03.002
Title: Style, identity and English language literacy
Authors: Stroud, C.
Wee, L. 
Keywords: English language literacy
Peer-identity
Style
Issue Date: 2005
Source: Stroud, C.,Wee, L. (2005). Style, identity and English language literacy. Linguistics and Education 16 (3) : 319-337. ScholarBank@NUS Repository. https://doi.org/10.1016/j.linged.2006.03.002
Abstract: This paper investigates English language literacy practices among teenagers, focusing initially on three young Singaporean students who are struggling to do well in English. By employing a conceptual framework that builds on a recent treatment of style as identity construction and drawing on interview data that recount the students' practices of English literacy, we show how adolescent literacy seen as style is deeply influenced by, among other factors, the anticipated reactions of peers, and how these practices impact on language education. The latter part of our paper compares the experiences of our three students with those of a fourth, one who is much more confident and comfortable with his level of English language proficiency (adolescents, identity, language education, literacy, style, teenagers). © 2006 Elsevier Inc. All rights reserved.
Source Title: Linguistics and Education
URI: http://scholarbank.nus.edu.sg/handle/10635/21974
ISSN: 08985898
DOI: 10.1016/j.linged.2006.03.002
Appears in Collections:Staff Publications

Show full item record
Files in This Item:
There are no files associated with this item.

SCOPUSTM   
Citations

7
checked on Dec 5, 2017

Page view(s)

188
checked on Dec 8, 2017

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.