DIP15B38 Huynh Thien Trang Final Theori

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Ho Chi Minh City Open University
Graduate School
97 Vo Van Tan. Dist.3, HCMC, Vietnam

ASSIGNMENT COVER SHEET AND REPORT
GRADUATE DIPLOMA in TESOL

Name of candidate: Huỳnh Thiên Trang

Student No: DIP15B38

Email address: tranghuynh282@gmail.com

Name of coursework subject: Theories of Language Teaching and Learning

Title of this item of work:
A Critical Review on Identity, Language Learning, and Social Change by Norton Bonny

Name of lecturer: Nguyen Dinh Thu, Phd.

Due date: September 28th, 2014

STATEMENT OF AUTHORSHIP:

I certify that the above assignment is my original work; it is based on my own research. All sources used by me have been documented. No other person’s work has been used without due acknowledgement. This piece of work has not previously been submitted for assessment in this or any other subject or course at this University or elsewhere.

Student’s Signature………………………………………… Date…………………………...

Abstract
This review paper, firstly, summaries Bonny Norton article in identity, language learning, and social change, secondly, raises questions then self-reponses them in order to have deeper understandings the article. For the first question, the conclusion is that motivation will not ensure one own’s success in. Next, motivation is not the only factor affecting language learners, success in language learning is promised once a motivated learner embeds investments in their learning. How to realize current position and how to change it is important in not only in learning but also in other aspects. Nowadays, rapid innovation of modern technologies has facilitated virtual communications across boundaries, online exchange is one free source for teacher to motivate and enhance English language learners’ interlingual and intercultural competence.
Summary on Bonny Norton’s research
Bonny Norton is a professor in University of British Columbia, Canada. Bonny Norton has a great interest in learner identity and language learning.
In this



References: Brandl, K. (2002). Integrating Internet-based reading materials into the foreign language curriculum: From teacher to student-centered approaches. Language Learning & Technology, 6(3). Connolly, F. M. & D. J. Clandinin (1990). Stories of experience and narrative inquiry.Educational Researcher19.5, 2–14. Cummins, J. (2000).Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters. Dörnyei, Z., and Ottó, I. (1998). Motivation in Action: A Process Model of L2 Motivation. In Working Papers in Applied Linguistics, vol. 4 (pp. 43–69). London: Thames Valley University. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dornyei and R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1–19). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center. Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25 (2), 175- 188. Janks, H. (2010).Literacy and power. New York: Routledge. Meunier, L. (1997). Personality and motivational factors in computer-mediated foreign language communication (CMFLC). Unpublished manuscript, University of Tulsa. Norton, B. (ed.) (1997). Language and identity.TESOL Quarterly31.3 (special issue). Norton, B. (2000).Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Pearson Education/Longman. Pennington, M. (1996). The power of CALL. Houston, TX: Athelstan. Pennycook, A. (2007).Global Englishes and transcultural flows. London and New York: Routledge. Potowski, K. (2004). Student Spanish use and investment in a dual immersionclassroom: implications for second language acquisition and heritage language maintenance. Modern Language Journal, 88, 75–101. Susan, M. G. and Larry, S. (2008). Second Language Acquisition: An Introductory Course (3rd edn). New York and London: Routledge.

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