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الحواشي والمراجع

↑  Norton، Bonny (2013). Identity and Language Learning: Extending the Conversation. Multilingual Matters. ص. 45.
↑  Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322.
↑  Morgan, B. (2007). Poststructuralism and applied linguistics: Complementary approaches to identity and culture in ELT. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 1033-1052). New York: Springer.
↑  Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 286-300.
↑  Block, D. (2003). The social turn in second language acquisition. Edinburgh: Edinburgh University Press.
↑  Zuengler, J. & Miller, E. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40 (1), 35-58.
↑  Swain, M., & Deters, P. (2007). ‘New’ mainstream SLA theory: Expanded and enriched. The Modern Language Journal, 91 (focus issue), 820-836.
↑  Ricento, T. (2005). Considerations of identity in L2 learning. In E. Hinkel (Ed.), Handbook of research on second language teaching and learning (pp. 895-911). Mahwah, NJ: Lawrence Erlbaum Associates.
↑  Menard-Warwick, J.(2006). Both a fiction and an existential fact: Theorizing identity in second language acquisition and literacy studies. Linguistics and Education, 16, 253-274.
↑  Block, D. (2007a). The rise of identity in SLA research, post Firth and Wagner (1997), Modern Language Journal, 91, 863-876.
↑  Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK:Cambridge University Press.
↑  Skilton-Sylvester, E. (2002). Should I stay or should I go? Investigating Cambodian women’s participation and investment in adult ESL programs. Adult Education Quarterly, 53(1), 9-26.
↑  Pittaway, D. (2004). Investment and second language acquisition. Critical Inquiry in Language Studies, 4(1), 203-218.
↑  Norton, B., & Gao, Y. (2008). Identity, investment, and Chinese learners of English. Journal of Asian Pacific Communication, 18(1), 109-120.
↑  McKay, S., & Wong, S. C. (1996). Multiple discourses, multiple identities: Investment and agency in second language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66(3), 577-608.
↑  Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners.Journal of Language, Identity, and Education, 4 (4), 269-290.
↑  Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracies pedagogy. In O. Garcia, T. Skutnabb-Kangas, & M. Torres-Guzman. (Eds.) Imagining multilingual schools: Language in education and glocalization. Clevedon, UK:Multilingual Matters, p. 51-68.
↑  Arkoudis, S. & Davison, C. (Eds.). (2008). Chinese students: Perspectives on their social,cognitive, and linguistic investment in English medium interaction. [Special Issue]. Journal of Asian Pacific Communication, 18 (1).
↑  Darvin, R., & Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, 36-56.
↑  Silberstein, S. (2003). Imagined communities and national fantasies in the O.J. Simpson case. Journal of Language, Identity, and Education, 2, 4, 319-330.
↑  Kendrick, M. & Jones, S. (2008). Girls’ visual representations of literacy in a rural Ugandan community. Canadian Journal of Education, 31(3), 372-404.
↑  Dagenais, D., Moore, D., Lamarre, S., Sabatier, C., & Armand, F.  (2008).  Linguistic landscape and language awareness.  In E. Shohamy & D. Gorter (Eds.), Linguistic Landscape:Expanding the Scenery (pp. 253-269). Routledge/Taylor & Francis Group.
↑  Carroll, S., Motha, S., & Price, J. (2008). Accessing imagined communities and reinscribing regimes of truth. Critical Inquiry in Language Studies, 5, 3, 165-191.
↑  See "Key Books" and "Other Relevant Books"
Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism (Rev. ed.). London: Verso.
Bourdieu, P. (1991). Language and symbolic power (J. B. Thompson, Ed.; G. Raymond & M. Adamson, Trans.). Cambridge, England: Polity Press. (Original work published in 1982).
Kanno, Y., & Norton, B. (Eds.). (2003). Imagined communities and educational possibilities [Special issue]. Journal of Language, Identity, and Education, 2(4).
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
Norton, B. (1997). Language, identity, and the ownership of English. [Introduction, Special Issue] TESOL Quarterly, 31(3), 409-429.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education Limited.
Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language teaching. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 669–680). New York: Springer.
Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd Edition). Oxford: Blackwell.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.