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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: © 2017 |Pages: 19
ISBN13: 9781522525516|ISBN10: 1522525513|EISBN13: 9781522525523
DOI: 10.4018/978-1-5225-2551-6.ch017
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MLA

Kirkham, Deak. "Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision." Student Culture and Identity in Higher Education, edited by Ambreen Shahriar and Ghazal Kazim Syed, IGI Global, 2017, pp. 293-311. https://doi.org/10.4018/978-1-5225-2551-6.ch017

APA

Kirkham, D. (2017). Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision. In A. Shahriar & G. Syed (Eds.), Student Culture and Identity in Higher Education (pp. 293-311). IGI Global. https://doi.org/10.4018/978-1-5225-2551-6.ch017

Chicago

Kirkham, Deak. "Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision." In Student Culture and Identity in Higher Education, edited by Ambreen Shahriar and Ghazal Kazim Syed, 293-311. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2551-6.ch017

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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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