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Identity Negotiation Paper

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CHAPTER 1: INTRODUCTION
1.1 General Introduction
Identity has been defined as a person’s understanding of his/her relationship to the world, how this relationship is construed in time and space, and how the person understands possibilities for the future (Norton, 2000, pp. 5). As a developmental-psychological construct, the notion of identity, and the underlying processes of identity formation in educational contexts have received a great deal of attention in the last decades. Work on identity and identity formation in educational settings has been carried out in relation to any of the various actors in the educational project (e.g., students, teachers, principals, parents) and at different units of analysis (e.g., individuals, teams, classrooms, …show more content…
For example, Elmore and Oyserman (2012) argue that contextual cues can imbue social identity categories, such as gender, with different content that has implications to students’ motivation and imagined future. Faircloth (2012) references the students’ resistance and identity negotiation, as well as the change in their academic engagement and in their participation choices as a result of being given voice, allowing them to relate their lived …show more content…
These and other issues that emerged as I explored the participants’ experiences provided me with detailed insight as to why and how heritage speakers of Spanish in the US southwest pursue an education in the heritage language, in in which ways this pursuit is connected to their conceptualization of themselves as bilingual, Hispanic, Americans youths. The result was a theoretical model that captures the identity dynamics, constructs and processes, factoring into the emergence of an educational identity in heritage speakers. This model ties linguistic, affective, social, and cognitive dimensions in a flexible manner, establishing interconnections among them, and linking them to contextual

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