《《1995 Social Identity》.pdf

Teachers of English to Speakers of Other Languages, Inc. (TESOL) Social Identity, Investment, and Language Learning Author(s): Bonny Norton Peirce Reviewed work(s): Source: TESOL Quarterly, Vol. 29, No. 1 (Spring, 1995), pp. 9-31 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: /stable/3587803 . Accessed: 08/03/2012 05:27 Your use of the JSTOR archive indicates your acceptance of the Terms Conditions of Use, available at . /page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@. Teachers of English to Speakers of Other Languages, Inc. (TESOL) is collaborating with JSTOR to digitize, preserve and extend access to TESOL Quarterly. Vol.29, No. TESOLQUARTERLY 1, Spring1995 Social Identity,Investment,and Language Learning* BONNY NORTON PEIRCE Ontario Institutefor Studies in Education The author argues that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the lan- guage learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learner and the language learning context. She also maintains that SLA theorists have not adequately addressed how relations of power affect interaction between language learners and target language speakers. Using data collected in Ca