Bonny Norton March 10, 2013

Bonny Norton

Bonny Norton

Dr. Bonny Norton

University of British Columbia, Canada

“Identity, Investment, and Multilingual Literacy
(in a digital world)”

March 10, 2013
7:00 p.m. EDT/USA


Identity and language learning (2nd Edition)

Identity and language learning (2nd Edition)

Dr. Bonny Norton is a Professor & Distinguished University Scholar at the University of British Columbia, Vancouver, BC, Canada. Her research interests span identity, imagined communities and language learning, literacy and international development, English as an International Language, critical literacy and popular culture, critical language assessment, and qualitative research. Recognition of Dr. Norton’s impressive research began with her ground breaking work on identity, investment, and language learning evolving from her dissertation which appeared in a 1995,TESOL Quarterly article and later in a book-length monograph, Identity and Language Learning, now in its second edition.  Her poststructural work with a group of immigrant women in Canada showed how the construction of identity is multiple, conflictual and changing. Dr. Norton’s numerous publications shape a new paradigm of how identity is understood in language learning by way of imagined identities, imagined communities, and critical language pedagogies. Dr. Norton has won numerous awards most recently such as honorary appointments at King’s College in London and her alma mater, the University of Witswatersrand in Johannesburg, and at UBC, Distinguished University Scholar and the Killam Research Prize.

In this web seminar, Dr. Norton will address the role of identity and language learning. In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text. Dr. Norton traces the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities. Dr. Norton argues that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and participate more actively in literacy practices. The research challenges English teachers to consider which pedagogical practices are both appropriate and desirable in the teaching of literacy and which will help students develop the capacity for imagining a wider range of identities across time and space. Such practices, the research suggests, will necessitate changes in both teachers’ and students’ identity.

Below is a partial list of Dr. Norton’s publications:

Norton, B. (in press). The practice of theory in the language classroom. Issues in Applied Linguistics (special issue on Linguistic Diversity in American Classrooms).

Norton, B. & Williams, C.J. (2012). Digital identities, student investments, and eGranary as a placed resource. Language and Education, 26, 4, 315-329.

Norton, B. (2011). The practice of theory in the language classroom. Issues in Applied Linguistics, 18, 2. 171-80

Norton, B. & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45, 3, 415-439.

Norton, B., Jones, S., & Ahimbisibwe, D. (2011). Learning about HIV/AIDS in Uganda: Digital Resources and Language Learner Identities. Canadian Modern Language Review67(4), 568-589.

Norton, B. & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching researchTESOL Quarterly, 45, 3, 415-439.

Norton, B. & Toohey, K. (2011). Identity, language learning, and social changeLanguage Teaching,44(4), 412-446.

Norton, B. & Mutonyi, H. (2010): Languaging for life: African students talk back to HIV/AIDS research. Language Policy, 9, 1, 45-63.

Norton, B. (2010). Identity, literacy, and English-language teaching. TESL Canada Journal, 28(1), 1-13.

Tembe, J. & Norton, B. (2008). Promoting local languages in Ugandan primary schools: The community as stakeholder. Canadian Modern Language Review, 65, 1, 33-60.

Mutonyi, H., & Norton, B. (2007). ICT on the margins: Lessons for UgHiggins, C. & Norton, B. (Eds). (2010). Language and HIV/AIDS. Bristol, UK: Multilingual Matters.

Lee, E., & Norton, B. (2009). The English language, multilingualism, and the politics of location. The International Journal of Bilingual Education and Bilingualism, 12(3), 277-290.

Norton, B., & Gao, Y. (2008). Identity, investment, and Chinese learners of English.Journal of Asian Pacific Communication, 18(1), 109-120.

Tembe, J. & Norton, B. (2008). Promoting local languages in Ugandan primary schools: The community as stakeholder. Canadian Modern Language Review, 65, 1, 33-60.

Moffatt, L., & Norton, B. (2008). Reading gender relations and sexuality: Preteens speak out. Canadian Journal of Education, 31(1) 102-123.

Norton, B., & Mutonyi, H. (2007). Talk what others think you can’t talk: HIV/AIDS clubs as peer education in Ugandan schools. Compare: A Journal of Comparative Education, 37(4), 479-492.

Mutonyi, H., & Norton, B. (2007). ICT on the margins: Lessons for Ugandan education. Digital literacy in global contexts [Special Issue]. Language and Education, 21(3), 264-270.

Jones, S., & Norton, B. (2007). On the limits of sexual health literacy: Insights from Ugandan schoolgirls. Diaspora, Indigenous, and Minority Education: An International Journal, 1(4), 285-305.

Norton, B. (2006). Identity as a sociocultural construct in second language education. In K. Cadman & K. O’Regan (Eds.), TESOL in Context [Special Issue], 22-33.

Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2006). Multimodality and English education in Ugandan schools. English Studies in Africa, 49(1), 95-114.

Mackie, A., & Norton, B. (2006). Revisiting Pearl Harbor: Resistance to reel and real events in an English language classroom. Canadian Journal of Education, 29(1), 223-243.

Norton, B. (2006, Spring). Not an afterthought: Authoring a text on adult ESOL. In C. Roberts & M. Baynham (Eds.), Linguistics and Education [Special Issue], 91-96.

Norton, B. (2005). Towards a model of critical language teacher education. Language Issues, 17(1), 12-17.

Moffatt, L., & Norton, B. (2005). Popular culture and the reading teacher: A case for feminist pedagogy. Critical Inquiry in Language Studies, 2(1), 1-12.

Norton, B., & Toohey, K. (Eds). (2004). Critical pedagogies and language learningNew York: Cambridge University Press.

Norton, B., & Pavlenko, A. (Eds.). (2004). Gender and English language learners. Alexandria, VA: TESOL Publications.

Norton, B., & Pavlenko, A. (2004). Addressing gender in the ESL/EFL classroom. TESOL Quarterly, 38(3), 504-513.

Norton, B., & Kamal, F. (2003). The imagined communities of English language learners in a Pakistani school. Journal of Language, Identity, and Education, 2(4), 301-307.

Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-249.

Norton, B. (2003). The motivating power of comic books: Insights from Archie comic readers. The Reading Teacher, 57(2), 140-147.

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