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Marking Community Identity Through Languaging: Authentic Norms in TELL

Marking Community Identity Through Languaging: Authentic Norms in TELL

Jonathan R. White
Copyright: © 2018 |Pages: 21
ISBN13: 9781522554639|ISBN10: 1522554637|EISBN13: 9781522554646
DOI: 10.4018/978-1-5225-5463-9.ch003
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MLA

White, Jonathan R. "Marking Community Identity Through Languaging: Authentic Norms in TELL." Cross-Cultural Perspectives on Technology-Enhanced Language Learning, edited by Dara Tafazoli, et al., IGI Global, 2018, pp. 47-67. https://doi.org/10.4018/978-1-5225-5463-9.ch003

APA

White, J. R. (2018). Marking Community Identity Through Languaging: Authentic Norms in TELL. In D. Tafazoli, M. Gomez Parra, & C. Huertas-Abril (Eds.), Cross-Cultural Perspectives on Technology-Enhanced Language Learning (pp. 47-67). IGI Global. https://doi.org/10.4018/978-1-5225-5463-9.ch003

Chicago

White, Jonathan R. "Marking Community Identity Through Languaging: Authentic Norms in TELL." In Cross-Cultural Perspectives on Technology-Enhanced Language Learning, edited by Dara Tafazoli, M. Elena Gomez Parra, and Cristina A. Huertas-Abril, 47-67. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5463-9.ch003

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Abstract

This chapter takes up the issue of authenticity in language pedagogy. Traditional views of authenticity take the native speaker to be the primary authority for linguistic norms. Written standard language is especially highly valued here. It is argued herein that TELL environments are equally valid as learning environments, and that students can use the freedom they provide to develop their own locally negotiated cultural and linguistic norms. Evidence is provided that students on a net-based MA program develop their own norms for reducing language, and use them and other means to mark membership of a local TELL community. Thus, TELL is a rich and authentic environment for learners of English to become what is referred to as “language practitioners.”

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