Korean J General Edu Search

CLOSE


Korean J General Edu > Volume 18(6); 2024 > Article
Identity Formation in Educational Communities of Practice : The Role of Communication, Trust, and Conflict Mediation

Abstract

This qualitative study explores the processes of identity construction and negotiation among three university students in an English Presentation class. Drawing primarily on fieldnotes and interviews, the research demonstrates how communication styles, trust dynamics, and conflict mediation influence identity formation within educational settings. Anchored in Identity Theory and the concept of Communities of Practice (CoP), the study examines three distinct CoPs where identity shaping occurs. The findings reveal that reluctance to engage in team interactions, breaches of trust, and the role of conflict mediation significantly impact group dynamics and identity formation. The study underscores the fluid nature of identity as it responds to social interactions. These findings emphasize the need for fostering inclusive and supportive learning environments that accommodate diverse identities and enhance teamwork. Future research should further investigate these dynamics to deepen our understanding of identity formation in multicultural educational contexts.

Abstract

이 질적 연구는 영어 발표 수업에 참여한 세 명의 대학생이 정체성을 형성하고 협상하는 과정을 탐구합니다. 주로 현장 노트와 인터뷰에 기반하여, 이 연구는 의사소통 스타일, 신뢰 역학, 갈등 조정이 교육 환경에서 정체성 형성에 어떤 영향을 미치는지 보여줍니다. 정체성 이론과 실천 공동체(Community of Practice, CoP) 개념에 근거하여, 정체성이 형성되는 세 가지의 뚜렷한 CoP를 분석합니다. 연구 결과, 팀 상호작용에 대한 꺼림, 신뢰 손상, 갈등 조정의 역할이 그룹 역학과 정체성 형성에 중요한 영향을 미친다는 점이 밝혀졌습니다. 또한, 정체성이 사회적 상호작용에 따라 유동적으로 변화한다는 점을 강조합니다. 이러한 결과는 다양한 정체성을 포용하고 팀워크를 강화할 수 있는 포괄적이고 지지적인 학습 환경 조성의 필요성을 시사합니다. 향후 연구에서는 이러한 역학을 심층적으로 조사하여 다문화 교육 환경에서의 정체성 형성에 대한 이해를 심화시킬 필요가 있습니다.

1. Introduction

As the world becomes increasingly interconnected, scholars from various research fields have recognized the essential analytical role that identity plays in comprehending schools and society (Gee, 2000). Schools, which host students from diverse social and cultural backgrounds, act as communities where identities are both formed and challenged (Chen, 2010). It is therefore essential for educators and scholars to comprehend the learning experiences of culturally and linguistically diverse students in educational environments. However, practices at schools usually fail to align with the need of students for an encouraging learning atmosphere and access to literacy and cultural practices, leading to negotiation of identity within learner communities (Li, 2004; Rymes & Pash, 2001; Toohey, 2018)
Gee (2000) underscores the role of language and discourse in identity formation, demonstrating how individuals use language to position themselves and others within specific social contexts. This theory highlights the importance of language as a tool for identity negotiation, especially in educational settings where students continuously interact with peers and educators. Norton (1995, 2013) and Wenger (1998) emphasize that identity is not static but is continually shaped and constructed through social interaction, collaboration, and negotiation. Specifically, the concept of investment in language learning suggests that learners’ commitment to acquiring a new language is deeply intertwined with their evolving identities Norton (1995, 2013). Norton posits that learners invest in language learning not only for linguistic competence but also for the potential identity shifts and social mobility it may provide. This investment is closely linked to learners’ perceptions of opportunities for social recognition and acceptance, making it a crucial factor in understanding identity construction in multilingual environments.
Further, Norton and Pavlenko (2019) argue that learners significantly influence learning practices through their engagement and investment in language acquisition and classroom activities in today’s multilingual world. Engagement involves the active participation and emotional involvement of learners in language learning activities, fostering a deeper connection to both the language and the learning process. Investment, on the other hand, reflects the personal and social commitment learners bring to these activities, often driven by their aspirations, future goals, and desire to integrate into specific communities. For instance, a student may invest in learning a new language not only to achieve academic success but also to gain social recognition or to participate more fully in a cultural community.
Wenger (1998) further elucidates in the theory of communities the critical role of social participation in identity formation. According to this theory, identity is shaped through active participation in communities of practice, where learners engage with others, share knowledge, and develop a sense of belonging. In educational contexts, these communities can include classrooms, study groups, or extracurricular activities, all of which play a significant role in the identity construction process.
The relationship between identity and community (Norton, 2013; Wenger, 1998) underscores the idea that learners’ investments and social participation within community practices are central to their identity development. This perspective challenges traditional views of education, which often depict students as passive recipients of information. However, it is important to note that identity negotiation within educational settings can yield both positive and negative outcomes. When school practices fail to meet the diverse needs of students, it can lead to feelings of alienation and disengagement (Toohey, 2018). Conversely, when schools create inclusive environments that respect and integrate students’ cultural and linguistic backgrounds, it can enhance students’ sense of belonging and motivation (Cummins, 2001). This dichotomy highlights the vital role educators play in fostering inclusive and supportive learning environments.
Building on the work of Norton (2013) and Wenger (1998), this study examines how a group of university students construct and negotiate their identities within multiple communities of practice. By integrating these theoretical perspectives, the study provides a comprehensive understanding of identity construction and negotiation among students. This investigation is significant for three main reasons. First, it offers a deeper insight into how socioculturally diverse learners develop their identities within educational settings. Second, by exploring the consistencies and contradictions (Chen, 2010) in students’ identities, the study aims to understand their impact on social and academic performance. Third, this research seeks to fill a gap in the existing literature by providing empirical evidence on the identity construction processes of university students in multilingual and multicultural contexts. Previous studies have primarily focused on younger students or specific linguistic groups, highlighting the need for more comprehensive research encompassing a broader range of student experiences (Duff, 2002; Harklau, 2000). Addressing this gap, the present study contributes to a more nuanced understanding of identity formation in higher education.
Accordingly, the research questions are:
  • • How do learners construct and negotiate their identities within multiple communities of practice?

  • • How do these constructed and negotiated identities influence their learning experiences and outcomes?

By answering these questions, the study seeks to provide insights into the complex interplay between identity, community, and learning. It aims to inform educational practices and policies that support the diverse needs of students, ultimately contributing to more equitable and effective educational environments.

2. Literature Review

2.1. Identity

Identity has been conceptualized in various ways within academic literature. A structurally oriented approach views identity as stable and fixed, while an action-oriented approach sees it as fluid and malleable(Kreiner et al., 2006). Norton (1995; 2013) is a key figure in identity studies, particularly within applied linguistics (Block, 2007; Kramsch, 2013; Ortega, 2008; Swain & Deters, 2007). She argues that identity is not static but dynamic, multiple, and continuously evolving. Identity is influenced by social interactions and power dynamics, and it is shaped by policy, culture, and economy in a broader sense (Norton & Early, 2011). Norton’s work highlights that language learners identify with multiple social groups and roles at any given time. Language and discourse are crucial in constructing these identities. Power relations and investment are central to understanding the complexities of identity formation and negotiation (Darvin & Norton, 2015; Norton, 1995). Learning practices and the identity negotiation in the community have the potential to affect agency and bring about resistance to learning (Norton & Pavlenko, 2019), because it guides what learners focus on, what they engage in, and what they avoid (Norton, 2000a; Sung, 2019; Wenger, 2010).
Darvin and Norton (2015) developed the theory further by proposing a model of investment encompassing identity, capital, and ideology. Their study demonstrates the process of learners’ identity shaping and social power dynamics and their resource accessibility. In educational contexts, these factors are able to significantly affect students’ involvement and participation. For instance, students from marginalized groups tend to face difficulties in identity negotiation within settings dominated by mainstream cultural norms. Farnsworth et al. (Farnsworth et al., 2016) contend that the negotiation of meaning is essential to human learning, surpassing the mere acquisition of information and skills. They argue that there are two layers of identity formation: firstly, how individuals negotiate their identity as part of a community of practice, and secondly, how this participation shapes their broader personal identity. This involves showing competence and being acknowledged within the community. Additionally, participation in a community can contribute to one’s broader identity, reflecting the practice’s place within the larger social context. The aspiration to become a particular person across different social contexts highlights the significance of identity.
Accordingly, identity in this study refers to the roles that focal participants perceive themselves in and how others see them in interactive practices within academic communities (e.g., listener vs. speaker, teamwork hater vs. teamwork lover, giver vs. taker).

2.2. Community of Practice (CoP)

A number of scholars use the community-based metaphor to describe social practices (Bizzell, 1992; Eckert P, 1998; Lave & Wenger, 1991; Prior, 1999). They suggest that learning and socialization involve acquiring competence and gaining membership within a discourse community. Specifically, Prior (1999) suggests that communities should not be viewed as autonomous, coherent, or static; instead, they are supposed to be open, conflictual, and dynamic. He also argues that disciplinary socialization needs to be viewed as a two-way negotiation rather than a unidirectional enculturation. Challenging the traditional notions of learning with their concept of the community of practice (CoP), Lave and Wenger (1991) argue that learning is a social process embedded in cultural and historical contexts. Wenger (1998) describes a CoP as a group of people who engage in interactive and collaborative learning within a shared domain. This concept refers not to the group itself but to the ongoing social process of negotiating competence in a domain over time (Farnsworth et al., 2016). This model has been applied to diverse L2 learning contexts, such as university group projects (Leki, 2001), Grade 1 classroom practices (Toohey, 1998), academic writing for publication (Casanave, 1998; Flowerdew, 2000), graduate student-adviser relationships (Belcher, 1994), and immigrant women’s language learning (Norton & Toohey, 2011). Therefore, a CoP can be seen as a social learning system where learning produces social structure (Wenger, 2010). In other words, learning occurs via participation in various social practices formed over time through shared endeavors.
Norton (1995, 2013) and Wenger (1998) offer a robust framework for understanding identity construction in educational settings. Research indicates that classroom interactions and community practices significantly shape students’ identities (Cummins, 2001; Duff, 2012). For example, Duff (2012) examined how language learners negotiate their identities within classroom CoPs, highlighting the role of social interactions and collaborative learning. Additionally, Cummins (2001) advocates for culturally responsive teaching that acknowledges and validates diverse student identities. Building inclusive learning CoP provides students with space to negotiate their identities and expose themselves to classroom activities.
Based on Wenger (1998), CoPs are not confined by physical spaces like classrooms but by shared tasks among members. Multiple communities can exist within one classroom, depending on the collaborative tasks undertaken. Accordingly, in this study, we view CoPs as tasks and activities that require shared efforts and collaboration from the focal participants within and beyond the physical EFL presentation classroom.

3. Materials and Methods

3.1. Context and Setting

The English presentation class was situated at a national university in South Korea. There were two objectives, as described in the syllabus: one was to enhance students’ English presentation abilities, and the other was to foster better collaboration skills among students through various and authentic language learning activities. To achieve these goals, the instructor assigned a range of presentation topics, such as celebrity speeches, product promotions, and problem-solving tasks. Each presentation was evaluated with the help of a detailed rubric covering expression, fluency, presentation strategies, and content. After each presentation, a feedback session was held where all students and the instructor gathered in a big circle to offer comments and suggestions for future improvement. The instructor also provided individual feedback. To promote collaboration and teamwork skills, students were randomly assigned to pairs or groups for each assignment, which involved collaborative planning, design, discussion, and presentation, requiring intensive interaction. The significance of random assignment in this study cannot be overstated. By randomly assigning students to pairs and teams for each presentation assignment, the instructor ensured that students interacted and collaborated with peers they might not have chosen themselves. This randomness forced students to navigate and adapt to different perspectives and communication styles, thus promoting diversity and inclusion within the classroom.
It also has to be pointed out that collaboration and teamwork extended and continued beyond the classroom boundary, as students met after class to prepare for their assignments. Additionally, students participated in two out-of-class activities during class time: a blindfold game and interviews. In the blindfold game, students worked in pairs, with one blindfolded and the other guiding them around the campus. During the interview session, students collaborated in teams to visit target product sites for client interviews related to their product promotion presentations. In the eyes of the instructor, these activities were designed to build a sense of community beyond the classroom, allowing students to work together towards shared goals.
The instructor played a major role in facilitating these activities, not just by organizing and overseeing them but also by actively engaging with students during each task. The instructor’s involvement included providing initial guidance on task expectations, offering ongoing support during the activities, and leading reflective discussions afterward. For example, after noticing the issue and the lack of communication skills in students shown during the blindfold game, the instructor provided real-time feedback to ensure future effective collaboration. Similarly, in the feedback sessions following presentations, the instructor’s role was crucial in framing constructive criticism and encouraging peer feedback, which helped students refine their presentation skills and deepen their collaborative experiences. This active facilitation by the instructor significantly impacted students’ experiences and interactions. By creating a supportive environment where students felt comfortable experimenting and making mistakes, the instructor fostered a classroom culture that valued mutual respect and shared learning. This enhanced students’ engagement with the course material and strengthened their interpersonal connections as well, as they learned to collaborate more effectively with their peers. The instructor’s role, therefore, was instrumental in shaping a learning environment that was both challenging and supportive, which is essential for the development of both presentation and collaboration skills.
To sum up, choosing this particular class for observation was logical, as the course objectives, classroom and activity arrangement, and the instructor provided a collaborative and social environment aligning with the research aims.

3.2. Participants

The course was attended by twelve students (seven males and five females) from various nations (one from China, one from Russia, one from Georgia, one from Korea, one from Kenya, two from Bangladesh, and five from Uzbekistan). Before identifying the focal participants for this study, one of the researchers sat in and observed the class twice a week, focusing on group discussion and interaction. His regular presence in the class also helped build rapport with the students, fostering a comfortable atmosphere that encouraged openness before inviting voluntary participation. Establishing strong rapport is crucial for improving data quality, as individuals who trust the researcher are more likely to provide detailed and nuanced information, leading to richer qualitative data (Creswell, 2007). The observation helpfully allowed the researcher to identify three students―Lia, Reis, and Hyman― as representative.
Participants were selected based on their active engagement in class, noticeable improvement in collaborative skills, and interactions with peers from diverse backgrounds. All students were teamed up in random draws for each assignment, and the participants happened to be in the same team for two successive assignments. Being in the same team for two out of four presentations over two months offered a unique opportunity to observe and analyze the dynamics of their interactions. This extended collaboration allowed for a deeper exploration of how they negotiated identities and developed collaborative skills within a consistent team. Their experiences were representative of broader class dynamics, offering insights into how students from different cultural and linguistic backgrounds navigate and shape their identities in a collaborative environment. Their diverse backgrounds made them ideal for studying the interplay between identity construction, collaboration, and cultural diversity. Consent for interviews was obtained after individual discussions. The <Table 1> provides background information on the participants, using pseudonyms to maintain anonymity.
<Table 1>
Participant profiles
Name Gender English Proficiency (evaluated by the instructor) Year Major Nationality Age Years in Korea
Lia Female Advanced Sophomore International Studies Georgia 25 3

Reis Female Advanced Senior Biomedical Engineering Kenya 25 6

Hyman Male Intermediated Junior Chinese Language & Literature Uzbekistan 23 3

3.2.1. Lia’s Story

Lia, from Georgia, found teamwork very difficult. On November 9th, she expressed to the researcher her negative feelings about working with others, revealing that she often found collaborative tasks frustrating. Lia described herself as someone who thinks and talks quickly, which can make her appear very direct or even blunt when interacting with teammates. This directness often led to misunderstandings with peers who were unaccustomed to her communication style. Moreover, Lia preferred working and forming friendships with older individuals, which further complicated her interactions with classmates who were closer to her age. According to Lia, her personal challenges significantly influenced her classroom interactions and overall learning experience. Having moved to a foreign country at a young age, Lia experienced feelings of isolation and distrust, which were exacerbated by the need to work part-time jobs and face various difficulties during her childhood and teenage years. These experiences made it difficult for her to trust others, particularly in a teamwork setting, where reliance on others is essential. As a result, Lia often found herself hesitant to fully engage with her classmates during group activities, preferring instead to take on tasks independently whenever possible. This reluctance to collaborate not only impacted her ability to build rapport with her peers but also limited her potential to benefit from the collective learning environment that the course aimed to foster. However, the intensive interaction between the other two participants started her reshape her role as a team player.

3.2.2. Hyman’s Story

Hyman, coming from Uzbekistan, was the only male focal participant in the study. Born into a middle- upper-class Muslim family, he tended to speak softly, so the instructor often asked him to practice speaking louder by using his diaphragm. In interviews conducted on November 11th and 21st, Hyman described himself as a slow speaker who was not particularly talkative, both in and out of the classroom. He acknowledged that this communication style often made it challenging for him to engage in discussions and participate fully in group activities. Hyman’s background and communication style had a notable impact on his participation and collaboration in the classroom. His reserved nature and tendency to speak softly sometimes caused his contributions to be overlooked in group settings, leading to a sense of frustration and disengagement. Additionally, Hyman found it particularly difficult to work with female classmates, which he attributed to his cultural upbringing and limited prior experiences interacting with women in academic or professional settings. This discomfort was evident during group activities, where Hyman would often defer to his female peers rather than assert his ideas or take on a leadership role. Despite these challenges, Hyman’s reflective nature and willingness to improve were evident, as he later spoke more and began to credit him to be a contributor in the presentation, better express himself and engage more confidently with his teammates.

3.2.3. Reis’s Story

Reis was from Kenya. While being the youngest child in her family, she often had to mediate between her two older brothers who argued a lot back at home. This experience developed her conflict resolution skills and made her adept at navigating interpersonal dynamics, particularly in situations where differing opinions or approaches might lead to tension. In an informal conversation on October 24th, Reis mentioned how these experiences at home had equipped her with valuable skills for teamwork, as she often took on the role of a mediator within her groups. Reis’s role as a mediator significantly influenced her ability to work in teams, as she was able to facilitate communication and resolve conflicts effectively. However, despite her strengths, Reis admitted in a November 11th interview that she sometimes found it challenging to work with classmates who were less cooperative or unwilling to engage fully in teamwork. This frustration, while managed through her mediation skills, occasionally led to feelings of being overburdened as the default conflict resolver in her teams. She later complained to the researcher that she has had enough in playing the role as a mediator in the class.

3.3. Data Collection and Analysis

Data was collected throughout an academic semester from September 2023 to January of the following year. A variety of data collection methods were used. Initially, the researcher took detailed notes, recording observations of learning practices inside and outside the EFL presentation classroom in the first six weeks. Then, semi-structured and open interviews were held with the main student participants and the instructor. Approaching the conclusion of course, various documents and artifacts related to the research were collected. The main data sources were classroom notes and interviews with the focal students and the instructor, aiming to understand how their identities were formed and how these affected their learning. Additional sources included the course syllabus, transcripts, and evaluation notes. The syllabus provided insights into the course objectives and the content students engaged with. Transcripts and evaluations of student presentations gave evident proof of their collaboration in learning community practices. As such, integrating these different data types allowed for cross-checking findings from interviews, notes, and documents. This process improved the validity and reliability of the research by offering multiple perspectives on collaborative learning practices, leading to a better understanding of their interactions within and beyond the classroom community. This also helped to understand how their identities were formed within this community.
Data analysis employed inductive and interpretive methods (Hatch, 2023), progressing from specific observations to broader themes and making sense of the data by explaining social situations, generating insights, and drawing conclusions. The first step in the data analysis process involved organizing and preparing all collected data. Interviews were transcribed manually, capturing both verbal and non-verbal cues such as tone, hesitation, and laughter. This meticulous transcription process allowed the researchers to become intimately familiar with the content and to preserve the authenticity of participants’ expressions. In addition, field notes taken during classroom observations and out-of-class activities were compiled and arranged chronologically. These notes provided detailed descriptions of participant interactions, classroom dynamics, and the researchers’ reflections. To complement field notes, vignettes were written to elaborate on specific incidents or interactions that stood out during the observations. These narrative accounts served as rich, illustrative examples that could be revisited during the analysis to deepen the interpretation of key themes. Once all the data were organized, the researchers thoroughly read through the transcriptions, field notes, and vignettes to gain an overall understanding of the content. During the reading, the researchers made notes of any significant observations, initial impressions related to participants’ emotions, recurring topics, or notable interactions. These early impressions provided a valuable starting point for the subsequent coding process, helping to identify key patterns and themes. Next, the researchers systematically coded the data based on recurring patterns and themes. The coding process was conducted in two stages: open coding and axial coding (Corbin & Strauss, 2008). Open coding involved breaking down the data into discrete parts, with codes assigned to significant statements, actions, or concepts. For instance, expressions related to ”trust issues,” ”communication barriers,” and ”adaptation to new environments” were identified and coded as such. Following the open coding stage, axial coding was employed to link these initial codes into broader categories or themes. For example, codes like ”trust issues” and ”communication barriers” were grouped under the broader theme of ”Blind-fold game community”. This process of categorization helped to organize the data in a way that highlighted the connections between different aspects of participants’ experiences. The criteria for categorizing the data included the frequency of occurrence, the significance of the concept to the participants, and the relevance to the research questions. For example, codes related to identity construction were prioritized as they directly addressed the study’s core focus.
The theory of Communities of Practice (CoP) (Wenger, 1998) and investment (Norton, 1995, 2013) in language learning were applied as interpretive frameworks to present the findings. CoP (Wenger, 1998) helped analyze how participants’ roles within group activities, like the blindfold game, influenced their sense of belonging and identity. Investment (Norton, 1995, 2013) was used to explore the connection between participants’ engagement in classroom activities and their broader identity goals. These frameworks provided a lens through which the data was mapped and analyzed. Since the study focused on identity building and negotiation within the framework of CoP, three specific CoPs were identified where the focal participants actively engaged: the blindfold game community, in-group discussion community, and part-time job experience sharing community. These CoPs were relevant as they provided contexts for observing identity construction and negotiation. By focusing on these communities, the study was able to explore how Lia, Hyman, and Reis constructed and negotiated their identities through social interactions and how these processes influenced their learning and collaboration in a multicultural classroom environment. Also, the CoPs allowed for a detailed examination of the dynamic interplay between identity, community, and learning, which was central to the study’s aim of understanding identity formation within educational settings.

4. Results

This section explores how identities were formed and negotiated within three distinct communities: the blindfold game community, the in-group discussion community, and the part-time job experience sharing community. These communities provided settings where the focal participants engaged in various in-class and off-class activities, allowing us to examine how their identities evolved over time. The analysis focuses on the participants’ experiences within these communities and how they negotiated their identities, particularly in the context of personal agency, such as shifting from a ”teamwork hater” to a ”teamwork lover,” “listener” to ”speaker”, and ”mediator player” to ”mediator quitter”.

4.1. The Blindfold Game Community

The findings begin by discussing the blindfold game community, which emerged after a feedback session on a celebrity speech presentation in which students displayed poor listening skills and a lack of respect during question asking and answering. For example, when they ask questions, they did not use the magic words, and they did not listen carefully when their peers were asking questions. To address these issues, the instructor organized a blindfold game outside the classroom, aimed at enhancing trust, listening, and clear communication among the students. In this game, students were randomly paired, with one student blindfolded and the other providing verbal instructions to navigate obstacles without physical contact. The activity was designed to emphasize the importance of effective communication and mutual trust in teamwork. Lia and Hyman were paired for the game, with Lia being blindfolded and Hyman guiding her. The game began with simple instructions, such as stepping forward or turning, but as they approached a set of stairs, Hyman mistakenly informed Lia that there was only one step when in fact there were several.
  • “During the blindfold game, Hyman gave me the wrong instructions. He said there was one stair, but there were many, and I hurt my ankle, which is now bruised.” (Interview, November 5th).

Lia, trusting Hyman’s guidance, missed the additional steps, resulting in her stumbling and injuring her ankle. The injury, which left her with bruises, had immediate physical consequences and a lasting emotional impact.
Lia later expressed her frustration and disappointment, stating. This incident not only caused her physical pain but also deepened her distrust in Hyman and affected her willingness to collaborate with him in future activities. Lia’s reluctance to work with Hyman became evident when she later told Reis, ”I do not want to be on his team,” when they were assigned a project together (Field note, November 5th).
The injury incident highlighted a critical moment in Lia’s identity negotiation within the classroom community. The small blind fold game community unfolds Lia’s strong identity as a resistance with certain people in the domain. Natural learning environments can be challenging for some learners to access, as they require the negotiation of meaning and identity with peer members (Norton, 2000a; Wenger, 1998). For instance, Lia struggled to collaborate with her teammate in these natural classroom settings. According to her, she was supposed to work with Hyman as a team and play the role as a supportive teammate. However, her unhappy experience with Hyman in the blind fold game prevents her from being trusted, which in turn places her in the position of reluctance to work in a team with Hyman. This complaint reveals her vulnerability and the breach of trust she experienced. It reflects her negotiation of identity as someone who was let down by a teammate, impacting her willingness to trust and collaborate in the future. In subsequent interviews, Lia revealed that she preferred working with older individuals, believing they are more experienced and reliable.
  • “I enjoy working with people who are older because I can learn more from them. I don’t feel the same with people like Hyman.” (Interview, November 5th).

This preference for older, more experienced individuals reflects her discomfort with peers whom she perceives as less reliable, further reinforcing her identity as someone who struggles with trust in teamwork.
Trust is vital for teams to function, influencing task performance, team satisfaction, and relationship commitment (Costa et al., 2001). However, the blindfold game, intended to build trust, inadvertently exposed and intensified existing trust issues within the community. Lia’s injury and her subsequent reluctance to engage in teamwork with Hyman illustrate how trust is a fundamental component of identity formation within a Community of Practice. The physical and emotional consequences of the injury led her to question her ability to collaborate with certain peers, reinforcing her identity as someone who is cautious and selective about teamwork. When trust is absent, it can lead to significant shifts in how individuals perceive themselves and others, influencing their roles and participation within the group. Hyman’s role in the incident also influenced his identity within the community. Although his intentions were not malicious, the mistake reinforced a perception of him as unreliable, impacting how others, including Lia, viewed his role in the group.
This incident also had broader implications for the classroom community. While the instructor’s intervention through the blindfold game aimed to foster a supportive learning environment, it instead highlighted the challenges of building trust and effective communication. Lia’s experience underscores the delicate nature of trust in collaborative settings and how critical incidents can either strengthen community bonds by addressing and overcoming issues or deepen divisions if not managed properly. Trust issues within the blindfold game community underscore the importance of reliable communication and mutual respect in identity formation. The incident serves as a reminder that trust is not only a foundation for effective teamwork but also a crucial factor in how individuals negotiate and solidify their identities within a group setting.
In summary, the blindfold game and the feedback session preceding it were crucial in the construction and negotiation of identities within the presentation skills class. The concepts of trust, active listening, and effective communication emerged as crucial elements in this process. The incident involving Lia and Hyman illustrated the significant impact of trust on identity formation within the Community of Practice, influencing both their individual roles and the overall dynamics within the classroom.

4.2. In-Group Discussion Community

The in-group discussion community was formed during class activities where students were required to engage in collaborative discussions on various topics. These discussions were a regular part of the course, designed to enhance students’ critical thinking, communication skills, and ability to work in teams. Topics ranged from analyzing case studies to preparing group presentations, requiring students to share ideas, debate perspectives, and collectively reach decisions. The dynamics within these discussions played a crucial role in shaping the participants’ identities within the classroom community.
Hyman, one of the focal participants, viewed himself primarily as a listener rather than a speaker. He described his role within the group as passive, preferring to withhold his opinions even when he believed something was wrong. Hyman explained,
  • “I think I am a listener, not a speaker. So sometimes even though I have my ideas, I just don’t say it. And when I feel something is wrong, I just give up saying anything and let people do what they want” (Interview, Nov. 11th).

Learner’s speaking opportunities could be limited and constrained due to certain identity positions (Norton & Toohey, 2011). In Hyman, this self-perception significantly influenced his participation within the group, positioning him as a passive observer rather than an active contributor. His tendency to remain silent, especially when overwhelmed by the simultaneous chatter of his more vocal peers, reinforced his identity as a listener. In contrast, Lia and Reis were much more vocal and communicative during these discussions. Hyman described their interaction style, stating,
  • “Reis talks a lot, and Lia is really talkative. When they both talk at the same time, I feel like my ears are hearing ‘bala bala bala.’ It is difficult for me” (Fieldnote, Oct. 2nd).

Their communicative approach was characterized by active engagement, frequent expression of opinions, and a fast-paced exchange of ideas. This dynamic created a challenging environment for Hyman, whose reserved nature made it difficult for him to assert his views amidst the lively discussions. The stark contrast in communication styles between Hyman and his peers led to a perception gap. While Lia and Reis saw their engagement as essential to the group’s progress, Hyman felt marginalized and undervalued. He expressed frustration in an interview, saying,
  • “I don’t feel I have things to say because they say all the things. And I don’t think my opinions are important because every time I say something, they just say no. I don’t want to talk anymore. It’s hard working with girls” (Interview, Oct. 11th).

This statement reveals Hyman’s deep sense of frustration and his perception that his contributions were dismissed or ignored, leading to a withdrawal from active participation. His feelings of marginalization were exacerbated by the fast-paced discussions, which left little room for his more deliberate, reflective communication style.
Lia, on the other hand, perceived Hyman’s silence as a lack of contribution, which frustrated her. She often urged him to participate more actively, believing that his input was necessary for the group’s success. However, her attempts to engage him were met with passive responses, where Hyman would agree without genuine engagement. Lia’s frustration was evident when she remarked,
  • “Hyman just sits there and listens, but we need everyone to talk and share ideas. It’s hard to get him to say anything, and that makes our discussions less productive” (Fieldnote, Oct. 11th).

This reflects a clash in expectations―while Lia valued active verbal participation, Hyman’s reserved nature and feelings of being undervalued led to a disengagement that hindered the group’s cohesion.
The differing communication styles and perceptions among Hyman, Lia, and Reis underscore the challenges of identity construction and negotiation within a Community of Practice. Hyman’s passive approach, rooted in his self-perception as a listener, clashed with Lia and Reis’s active engagement, creating friction and misunderstandings. Lia’s desire for more active involvement from Hyman, coupled with her frustration at his passive responses, highlights a significant tension in their interactions. This dynamic not only affected the effectiveness of their collaboration but also influenced each member’s sense of identity and belonging within the group.
In summary, the in-group discussion community provided a complex environment for identity construction and negotiation. Hyman’s self-identification as a listener led to his passive participation, which contrasted sharply with Lia and Reis’s vocal and active engagement. These differences created misunderstandings and frustration, impacting the group’s dynamics and each member’s identity within the community. Hyman’s feelings of marginalization and Lia’s frustration with his lack of participation illustrate the difficulties in balancing different communication styles and expectations within collaborative learning environments. These interactions reveal the intricate process of identity negotiation within the Community of Practice, where personal agency, communication styles, and group dynamics all play critical roles.

4.3. The Part-Time Job Experience Sharing Community

This section examines the part-time job experience sharing community, where students discussed their part-time job experiences as a means to enhance their communication skills and build connections with peers. These discussions were part of the course’s broader aim to integrate real-world experiences into the learning process, allowing students to reflect on their work experiences, share challenges, and learn from one another. For Reis, these discussions became a key site for identity construction and negotiation, particularly as she navigated her role as a mediator within her team.
Reis initially entered the course with a strong sense of herself as an effective team player, shaped by her positive experiences in a previous Listening and Speaking class during the Spring semester. She had enjoyed that class and had successfully managed teamwork, which led her to see herself as skilled in collaboration. The instructor had even referred to her as ”the lubricant in the team,” recognizing her ability to smooth out tensions and mediate conflicts between team members. This role was familiar to Reis, who often mediated disputes between her brothers at home. She used these skills effectively within her team, particularly in managing the dynamics between Lia and Hyman. Reis described her efforts to facilitate team communication, saying,
  • “I tried very hard to invite opinions from Hyman and encourage him to speak” (Informal talk, Oct. 14th).

By taking on this mediator role, Reis saw herself as a peacemaker and a bridge-builder, which aligned with her self-perception as a team player. However, this role became increasingly burdensome as she found herself constantly mediating conflicts both at home and in the classroom.
The turning point for Reis came during a class discussion about part-time jobs. During this discussion, Lia mentioned that she preferred to work independently, without asking for or offering help. Reis, who valued teamwork and mutual support, disagreed, arguing that interacting and helping each other is part of human nature. The discussion escalated into a heated argument, prompting the instructor to intervene. Afterward, Reis expressed her unhappiness with the situation, stating,
  • “It is hard to work with Lia. When we worked on the product project, Lia was very bossy, and Hyman was very quiet. Lia blamed Hyman for hurting her ankle during the game, and I had to comfort both of them to get our work done. I told Lia that Hyman didn’t do it on purpose, but she was still angry. I also asked Hyman to speak more. I feel I did a lot, but Lia didn’t seem to see this and wanted to fight with me” (Informal talk, Oct. 14th).

This quote illustrates Reis’s growing frustration with her role as the mediator, feeling that her efforts were unrecognized and that she was unfairly burdened with maintaining peace in the team.
Reis’s frustration reached a peak during the confrontation with Lia. Feeling neglected and undervalued, Reis began to question her role as the mediator and her identity within the team. She remarked,
  • “Why is it always me who has to compromise? I compromise at home and still have to compromise in the team” (Informal talk, Dec, 26th).

Identity is not static; it is fluid and constantly evolving (Norton, 1995). Additionally, identity is shaped by ongoing, multifaceted struggles (Norton & Toohey, 2011). For example, Resis was once proud of her identity as a mediator but eventually became reluctant to continue in that role. This statement reflects a significant shift in her identity, as she began to move away from her mediator role, seeking more recognition and care from her peers.
The confrontation with Lia marked a turning point in Reis’s identity. No longer content with being the mediator, she decided to assert her own needs more forcefully. Reis’s resentment towards Lia became evident when she expressed,
  • “Lia is beautiful outside but ugly inside.” (Informal talk, Dec, 26th).

This harsh assessment reflected her deep dissatisfaction and the culmination of her feelings of neglect. Reis’s decision to ”fight back” and her lack of regret marked a pivotal change in her identity, as she sought to redefine herself not as the perpetual mediator but as someone whose own needs and desires were equally important.
In summary, Reis’s journey within the collaborative learning environment illustrates the fluid nature of identity construction and negotiation. Initially, she embraced her role as an expert in teamwork and a mediator, but ongoing frustration and feelings of neglect led her to reassess this identity. Her confrontation with Lia during the part-time job discussion was a catalyst for this change, pushing Reis to step away from her mediator role and assert her own needs more strongly. This shift highlights how personal experiences, roles, and interactions within a community can profoundly influence identity, making it a dynamic and evolving process.

5. Discussion

This section answers the two researcher questions, analyzing how the three focal participants―Hyman, Lia, and Reis―constructed and negotiated their identities through interactions shaped by their communication styles, previous experiences, and peer relationships. Addressing how these findings provide insights into the research questions, supported by theoretical frameworks, we pinpoint self-perceptions, trust dynamics, and conflict mediation as crucial in identity construction and negotiation. We also suggest that the identities negotiated and established identities by the focal participants play critical roles in shaping their participation, collaboration, and conflict resolution within the learning community.

5.1. Research Question 1: How Do Students Construct and Negotiate Their Identities Within Communities of Practice?

Primarily, communication styles are central to how students construct and negotiate their identities. Hyman’s self-identification as a listener rather than a speaker leads to his passive participation in group activities. Learners’ willingness to participate is closely tied to how they perceive the value of their role and contributions (Norton, 2000b). Due to his unwillingness to participate more in discussion with Lia and Reis, Hyman is viewed by Lia as a teammate who is not making contribution, and he also identifies himself as a passive listener. His investment (Norton, 2013) in the community is lower than required to be a qualified team member. Hyman’s reluctance to speak up, despite having ideas, reflects a disengagement from the communicative practices that are core to identity negotiation within the community. Identity is shaped through dialogue and interaction (Bakhtin, 1981), Hyman’s silence might be seen as a protective strategy to avoid conflict or rejection, reinforcing his listener identity and distancing him from more active participation. In contrast, Lia and Reis actively engage in discussions, constructing identities as vocal and assertive members of the group. This dynamic supports the argument of Gee (2000) that discourse and literacy practices are central to identity formation. Their assertive communication styles create an environment where they are perceived as leaders, often taking charge in group activities. However, this dominance can marginalize quieter members like Hyman, reinforcing his passive role and potentially limiting his opportunities for identity negotiation.
Additionally, the findings suggests that trust plays a critical role in the negotiation of identity within a Community of Practice. The incident during the blindfold game, where Hyman’s misdirection led to Lia’s injury, significantly impacted the trust within the group. Since trust is a foundational interpersonal variable in collaborative endeavor (van Gennip et al., 2010), its absence can impede collective learning and identity formation in the community. Lia’s reaction to the incident and the resulting tension illustrates how breaches of trust can shape and constrain identity construction. When Hyman failed to provide accurate instructions, the ”performance” broke down, leading to a disruption in the group’s social fabric and impacting their collective identity.
Finally, the role of conflict mediation is also crucial for identity negotiation. Reis’s role as a mediator between Lia and Hyman reflects her previous experience as a mediator in her family, aligning with Lave and Wenger (1991) who highlight that identity is constructed through participation in social practices. Initially, Reis found comfort in this role, seeing herself as a peacemaker. However, her growing frustration with constantly having to mediate led to a reassessment of her identity. Reis’s emotional exhaustion from this role led her to step away from being the mediator, reflecting a dynamic shift in her identity. Reis’s decision to assert her own needs and step back from the mediator role illustrates the fluid nature of identity within the community.

5.2. Research Question 2: How Do These Constructed and Negotiated Identities Affect Students’ Practices and Interactions Within the Learning Communities?

Firstly, the students’ constructed identities significantly influence their levels of participation and engagement. Hyman’s identity as a listener leads to minimal verbal contribution and passive acquiescence, A learner’s self-perception and future self-guides influence their engagement and motivation (Dörnyei, 2005). Hyman’s passive participation may lead to a self-fulfilling prophecy, where his lack of engagement is interpreted as a lack of interest or ability, further entrenching his identity as a passive member. On the contrary, Lia and Reis’s assertive identities drive discussions and decision-making processes, often sidelining quieter members like Hyman. Their active engagement reflects Wenger’s (1998) assertion that identity is shaped through active participation and engagement in community practices. However, this dynamic can create an imbalance in group participation, where dominant voices overshadow quieter ones, potentially leading to disengagement and frustration among less vocal members.
Secondly, trust and the perceived value of contributions are critical for effective collaboration. The trust breach resulting from the blindfold game incident led to Lia’s reluctance to collaborate with Hyman, viewing him as unreliable. Reis’s role as a mediator initially facilitated smoother interactions. However, her growing frustration and feelings of being undervalued led to a shift in her identity, affecting her willingness to continue mediating. This dynamic illustrates how identity negotiation impacts leaner’s commitment to classroom practices. The leaners are invested by perceived opportunities for social recognition and acceptance (Norton, 1995, 2013). Reis disinvests in the learning community by declining the role as a mediator, displaying her withdrawal from the community. The tension between maintaining individual identity and contributing to the collective group identity can hinder collaborative efforts and lead to a breakdown in team dynamics.
Lastly, the negotiation of identities also determines how conflicts are managed and roles are adapted within the group. Reis’s shift from a mediator to a more assertive role demonstrates how unresolved tensions and the emotional burden of constant mediation can lead to identity changes. Identity is formed through participation in the community, and this participation is influenced by the roles individuals take on (Norton, 2013; Wenger, 1998). Reis’s adaptation from mediator to assertive participant illustrates the fluidity of roles within the community and the impact of these roles on conflict resolution practices. As Reis grew increasingly frustrated with her role, she renegotiated her identity to prioritize her own needs, affecting the group’s ability to manage conflicts and maintain cohesion.

6. Conclusions and Implications

This research aims to explore the dynamics of identity building and negotiation among three focal participants―Lia, Hyman, and Reis―within three distinct communities: the blindfold game community, the in-class discussion community, and the part-time job experience sharing community. The findings reveal that these participants actively shape and reshape their identities through their interactions within these communities, illustrating the fluid and dynamic nature of identity construction in educational settings. The study highlights how the interactions within the identified communities influenced the identities of the focal participants. In the blindfold game community, trust and communication were central to identity negotiation, with Lia’s and Hyman’s identities being significantly impacted by the trust breach during the activity. In the in-class discussion community, the differences in communication styles―Hyman’s reserved approach versus Lia’s and Reis’s assertive engagement―highlighted how identity is negotiated through discourse and social positioning. The part-time job experience sharing community showcased Reis’s evolving identity, as she moved from a mediator role to asserting her own needs, illustrating the emotional labor involved in maintaining certain roles within a community. These findings suggest the importance of social interaction, communication styles, and trust dynamics in the ongoing formation of identity within educational contexts.
The research contributes to the existing body of knowledge on identity construction by integrating Norton’s (1995, 2013) Theory of Investment and Wenger’s (1998) Community of Practice framework. By doing so, it offers a nuanced understanding of how identity is negotiated in educational settings, particularly in multicultural and multilingual classrooms. Norton’s theory provides insight into how learners’ willingness to participate is influenced by their perceived value of their role, while Wenger’s framework emphasizes the role of social practices in identity formation. The study’s integration of these perspectives highlights the complex interplay between individual agency and community dynamics in shaping identity. Besides, the findings hold significant practical implications for educators and policymakers. To foster inclusive and supportive learning environments, it is crucial to recognize the role of identity in student engagement and academic success. Educators should be aware of the diverse linguistic and cultural backgrounds students bring to the classroom and how they influence identity formation. Creating spaces where all students feel valued and respected can enhance their sense of belonging and motivation to participate actively.
Based on these insights, we recommend the following practical steps:
  • 1). Encourage Open Dialogue: Create classroom environments where students feel comfortable expressing their identities and perspectives through structured discussions and activities that promote equal participation.

  • 2). Build Trust: Facilitate activities that build trust among students, such as group projects with clear communication expectations, as trust is foundational to effective collaboration and identity negotiation.

  • 3). Support Diverse Communication Styles: Recognize and accommodate different communication preferences to ensure that all voices, including quieter students, are heard. This can be achieved through smaller group discussions or alternative ways for students to contribute.

  • 4). Provide Emotional Support: Acknowledge the emotional labor involved in roles such as mediation and offer support to students who may feel burdened by these responsibilities. This can involve individual check-ins or providing resources on conflict resolution.

Implementing these recommendations can help create a more inclusive and effective learning environment, ensuring that the diverse needs of students are met.
While this study provides valuable insights, it is important to acknowledge its limitations. While the smaller sample size allows for in-depth data analysis (Lichtman, 2014), the number of focal participants in this study could be expanded to enrich data. Besides, though this study collects data from various resources, materials such as journals and records of off-class group meetings may provide a more comprehensive view of identity construction. Additionally, this study was conducted over one academic semester, which may influence the findings. A longitudinal study involving more participants over a longer period could reveal additional factors contributing to identity formation in educational settings.

References

Bakhtin, M. M(1981). The dialogic imagination :four essays, University of Texas Press.

Belcher, D(1994 The apprenticeship approach to advanced academic literacy:Graduate students and their mentors, English for Specific Purposes 13(1), 23-34. https://doi.org/10.1016/0889-4906(94)90022-1.
crossref
Bizzell, P(1992 Academic discourse and critical consciousness, University of Pittsburgh Press https://doi.org/10.2307/j.ctt7zwb7k.
crossref
Block, D(2007 The Rise of Identity in SLA Research, Post Firth and Wagner (1997), The Modern Language Journal 91(s1), 863-876. https://doi.org/10.1111/j.1540-4781.2007.00674.x.
crossref
Casanave, C. P(1998 Transitions:The balancing act of bilingual academics, Journal of Second Language Writing 7(2), 175-203. https://doi.org/10.1016/s1060-3743(98)90012-1.
crossref
Chen, X(2010 Identity construction and negotiation within and across school communities:The case of one English-as-a-New-Language (ENL), Student. Journal of Language, Identity &Education 9(3), 163-179. https://doi.org/10.1080/15348458.2010.486274.
crossref
Corbin, J, Strauss, A(2008). Basics of qualitative research, (3rd ed.). Techniques and procedures for developing grounded theory, SAGE Publications, Inc, https://doi.org/10.4135/9781452230153.
crossref
Costa, A. C, Roe, R. A, Taillieu, T(2001 Trust within teams:The relation with performance effectiveness, European Journal of Work and Organizational Psychology 10(3), 225-244. https://doi.org/10.1080/13594320143000654.
crossref
Creswell, J. W(2007). Qualitative inquiry and research design:Choosing among five approaches, (2nd ed.). SAGE Publications, Inc.

Cummins, J(2001). Negotiating identities:Education for empowerment in a diverse society, (2nd ed.). California Association for Bilingual Education.

Darvin, R, Norton, B(2015 Identity and a model of investment in applied linguistics, Annual Review of Applied Linguistics 35:36-56. https://doi.org/10.1017/s0267190514000191.
crossref
Dörnyei, Z(2005 The psychology of the language learner:Individual differences in second language acquisition, (1st ed.). Routledge https://doi.org/10.4324/9781410613349.
crossref
Duff, P. A(2002 The discursive co-construction of knowledge, identity, and difference:An ethnography of communication in the high school mainstream, Applied Linguistics 23(3), 289-322. https://doi.org/10.1093/applin/23.3.289.
crossref
Duff, P. A(2012 Identity, agency, and second language acquisition, A. M Susan, Gass MThe routledge handbook of second language acquisition 1st ed. 410-426. Routledge.
crossref
Eckert, P, M.-G. S, (1998 Communities of practice:Where language, gender, and power all live. In C. J, Language and gender:A reader 1st ed. 484-494. Wiley-Blackwell.

Farnsworth, V, Kleanthous, I, Wenger-Trayner, E(2016 Communities of practice as a social theory of learning:A conversation with etienne Wenger, British Journal of Educational Studies 64(2), 139-160. https://doi.org/10.1080/00071005.2015.1133799.
crossref
Flowerdew, J(2000 Discourse community, legitimate peripheral participation, and the nonnative-English-speaking scholar, TESOL Quarterly 34(1), 127-150. https://doi.org/10.2307/3588099.
crossref
Gee, J. P(2000 Identity as an analytic lens for research in education, Review of Research in Education 25(1), 99-125. https://doi.org/10.3102/0091732x025001099.
crossref
Harklau, L(2000 From the “Good kids”to the “Worst”:representations of English language learners across educational settings, TESOL Quarterly 34(1), 35-67. https://doi.org/10.2307/3588096.
crossref
Hatch, J. A(2023 Doing qualitative research in education settings 2nd ed. SUNY Press, https://doi.org/doi:10.1515/9781438494623.

Kramsch, C(2013 Afterword, 192-201. Identity and language learning https://doi.org/10.21832/9781783090563-010.
crossref
Kreiner, G. E, Hollensbe, E. C, Sheep, M. L(2006 Where is the “Me”Among the “We”?identity work and the search for optimal balance, Academy of Management Journal 49(5), 1031-1057. https://doi.org/10.5465/amj.2006.22798186.
crossref
Lave, J, Wenger, E(1991 Situated learning:legitimate peripheral participation Cambridge University Press, https://doi.org/10.1017/CBO9780511815355.

Leki, I(2001 “A narrow thinking system”:Nonnative-English-speaking students in group projects across the curriculum, TESOL Quarterly 35(1), 39-67. https://doi.org/10.2307/3587859.
crossref
Li, G(2004 Perspectives on struggling English language learners:Case studies of two Chinese-Canadian children, Journal of Literacy Research 36(1), 31-72. https://doi.org/10.1207/s15548430jlr3601_3.
crossref
Lichtman, M(2014). Qualitative research for the social sciences, SAGE Publications, https://doi.org/10.4135/9781544307756.

Norton, B(1995 Social identity, investment, and language learning, TESOL Quarterly 29(1), 9-31. https://doi.org/10.2307/3587803.
crossref
Norton, B(2000a). Identity and language learning:Gender, ethnicity and educational change, Pearson Education.

Norton, B(2000b Non-participation, imagined communities and the language classroom, B. M Learner contributions to language learning:New directions in research 159-171. Pearson Education Limited.

Norton, B(2013 Identity and language learning :Extending the conversation, Multilingual Matters https://doi.org/10.21832/9781783090563.
crossref
Norton, B, Early, M(2011 Researcher identity, narrative inquiry, and language teaching research, TESOL Quarterly 45(3), 415-439. https://doi.org/10.5054/tq.2011.261161.
crossref
Norton, B, Pavlenko, A(2019 Imagined communities, identity, and English language learning in a multilingual world, In Second handbook of English language teaching 703-718. Springer. https://doi.org/10.1007/978-3-030-02899-2_34.
crossref pmid
Norton, B, Toohey, K(2011 Identity, language learning, and social change, Language Teaching 44(4), 412-446. https://doi.org/10.1017/S0261444811000309.
crossref
Ortega, L(2008 Understanding second language acquisition, 1st ed. Routledge https://doi.org/10.4324/9780203777282.
crossref
Prior, P(1999 Writing/Disciplinarity a sociohistoric account of literate activity in the academy, Routledge https://doi.org/10.4324/9780203810651.
crossref
Rymes, B, Pash, D(2001 Questioning identity:The case of one second-language learner, Anthropology &Education Quarterly 32(3), 276-300. https://doi.org/10.1525/aeq.2001.32.3.276.
crossref
Sung, C. C. M(2019 Investments and identities across contexts:A case study of a Hong Kong undergraduate student's L2 learning experiences, Journal of Language, Identity &Education 18(3), 190-203. https://doi.org/10.1080/15348458.2018.1552149.
crossref
Swain, M, Deters, P(2007 “New”mainstream SLA theory:Expanded and enriched, The Modern Language Journal 91(1), 820-836. https://doi.org/10.1111/j.1540-4781.2007.00671.x.
crossref
Toohey, K(1998 “Breaking them up, taking them away”:ESL students in grade 1, TESOL Quarterly 32(1), 61-84. https://doi.org/10.2307/3587902.
crossref
Toohey, K(2018 Learning English at school:Identity, social relations and classroom practice, (2nd ed.). Multilingual Matters https://doi.org/https://doi.org/10.21832/9781788920094.
crossref
van Gennip, N. A. E, Segers, M. S. R, Tillema, H. H(2010 Peer assessment as a collaborative learning activity:The role of interpersonal variables and conceptions, Learning and Instruction 20(4), 280-290. https://doi.org/10.1016/j.learninstruc.2009.08.010.
crossref
Wenger, E(1998 Communities of practice:Learning, meaning, and identity, Cambridge University Press https://doi.org/10.1017/CBO9780511803932.
crossref
Wenger, E(2010). Communities of practice and social learning systems:The career of a concept, In Social learning systems and communities of practice, 179-198. Springer: https://doi.org/10.1007/978-1-84996-133-2_11.
crossref pmid
TOOLS
Share :
Facebook Twitter Linked In Google+ Line it
METRICS Graph View
  • 0 Crossref
  •    
  • 76 View
  • 4 Download
Related articles in Korean J General Edu


ABOUT
ARTICLE CATEGORY

Browse all articles >

BROWSE ARTICLES
EDITORIAL POLICY
AUTHOR INFORMATION
Editorial Office
203-827. Chung-Ang University
84, Heukseok-ro, Dongjak-gu, Seoul, Republic of Korea, 06974
Tel: +82-2-820-5949    E-mail: hangang331@cau.ac.kr                

Copyright © 2022 by The Korean Association of General Education.

Developed in M2PI

Close layer
prev next