Towards creating and interpreting 'spaces of self-enunciation' for learners in languages and intercultural communication
This research project is an attempt to approach the notion of cultural identity from a qualitative and interpretive perspective. To this end, the project initially offers working definitions of key concepts and discusses the extent to which the themes of language, culture and identity are variably deployed and developed in different types of academic discourse. The project then proceeds to analyse the recurrent social themes of mobility, difference and otherness, simulation, and language, knowledge and social power in an effort to build a socio-theoretical foundation for the discussion of cultural identity and empowerment in the context of second language (L2) learning and the emerging field of Languages and Intercultural Communication (LAIC). Following the proposal of a model of identity enunciation and empowerment, the theoretical discussion attempts to appropriate the metaphor of the ~third space of enunciation~ (Bhabha, 1995) frequently employed in LAIC circles for a qualitative approach to cultural identity in language and intercultural learning. To this end, the project turns to Holstein & Gubrium's (2000) postmodern notion of narrative identity and proposes to adopt their qualitative analytic framework
Grosse, Stephan A.
Cultural identity
Towards creating and interpreting 'spaces of self-enunciation' for learners in languages and intercultural communication. This research project is an attempt to approach the notion of cultural identity from a qualitative and interpretive perspective. To this end, the project initially offers working definitions of key concepts and discusses the extent to which the themes of language, culture and identity are variably deployed and developed in different types of academic discourse. The project then proceeds to analyse the recurrent social themes of mobility, difference and otherness, simulation, and language, knowledge and social power in an effort to build a socio-theoretical foundation for the discussion of cultural identity and empowerment in the context of second language (L2) learning and the emerging field of Languages and Intercultural Communication (LAIC). Following the proposal of a model of identity enunciation and empowerment, the theoretical discussion attempts to appropriate the metaphor of the ~third space of enunciation~ (Bhabha, 1995) frequently employed in LAIC circles for a qualitative approach to cultural identity in language and intercultural learning. To this end, the project turns to Holstein & Gubrium's (2000) postmodern notion of narrative identity and proposes to adopt their qualitative analytic framework
towards create interpret self learner languages intercultural_communication project_attempt notion cultural_identity qualitative interpretive perspective end project initially offer work_definition key_concept discuss extent theme language_culture identity deploy develop different_type academic_discourse project proceeds analyse recurrent social theme mobility difference otherness simulation language knowledge social_power effort build socio theoretical_foundation discussion cultural_identity empowerment context second_language learn emerge field languages intercultural_communication following proposal model identity empowerment theoretical_discussion attempt appropriate metaphor third space bhabha frequently employ circle qualitative cultural_identity language intercultural learning end project turn postmodern notion narrative identity propose adopt qualitative analytic framework