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Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision

Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision

Deak Kirkham
Copyright: © 2019 |Pages: 19
ISBN13: 9781522576631|ISBN10: 1522576630|EISBN13: 9781522576648
DOI: 10.4018/978-1-5225-7663-1.ch020
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MLA

Kirkham, Deak. "Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision." Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 411-429. https://doi.org/10.4018/978-1-5225-7663-1.ch020

APA

Kirkham, D. (2019). Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision. In I. Management Association (Ed.), Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications (pp. 411-429). IGI Global. https://doi.org/10.4018/978-1-5225-7663-1.ch020

Chicago

Kirkham, Deak. "Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision." In Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 411-429. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7663-1.ch020

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Abstract

Under the assumption of sociocultural theory (e.g. Lantolf 2005), language learning is both a highly individual and contextual phenomenon. In the specific case of English as a global language, the complexities are compounded. Recent insights from identity studies (e.g. Mercer 2011) further enrich the domain. This chapter offers a novel framework, the SCERT model, for conceptualising the interactions between learner identity and sociocultural interaction in specifically Anglophone contexts. The model provides a framework for constructing workable curricula which will support HE learners' language learning journey in Anglophone study contexts.

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