Proceedings of the - British Association for Applied Linguistics

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The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England Henry Sweet ([1899] 1964). The Practical Study of Languages: a guide for teachers and learners. (ed. Robert Mackin). Oxford University Press: Oxford, UK. Jamie Whyte (2003). Bad Thoughts. Corvo: London, UK. Henry G. Widdowson (1978). Teaching Language as Communication. Oxford University Press: Oxford, UK.. Henry G. Widdowson (1984). Models and Fictions. In Henry G. Widdowson, Explorations in Applied Linguistics 2 Oxford, Oxford University Press. 21-27. 58
But I have no idea with my dissertation topic’: Participation, Language and Identity in the experience of L2 students Hania Salter-Dvorak 10 ‘But I have no idea with my dissertation topic’: Participation, Language and Identity in the experience of L2 students in Anglophone Academia Hania Salter-Dvorak Northumbria University hania.salter-dvorak@northumbria.ac.uk This paper reports on a participant ethnography which investigates the socialisation of L2 students into Anglophone Academia through a focus on identity formation; it argues for the centrality of course design in enabling such students’ legitimate peripheral participation (LPP) (Lave and Wenger, 1991) in the academic community. The paper rests on two premises: first, that research on the quality of student experience in HE needs to include scrutiny of pedagogy as process rather than simply as performance (Haggis, 2009:101); second, that educational enquiry should serve the moral purpose of “developing educational opportunities and practices”, as Edwards (2002:158) argues. Through a fine grained contrastive analysis of two students’ experiences in the early stages of the dissertation (choice of topic and drafting proposal), the findings demonstrate how different course designs translate into practices which enable or deny LPP in the academic community. Drawing on an ecological ‘academic literacies’ (Lea & Street, 1998), view of academic literacy as being ‘not just about texts, but about actions around texts’ (Ivanic, 1998:62), I theorise that the ‘invisible practice’ of academic writing is a social phenomenon, dependent on a far larger number of interactions than is commonly acknowledged. In order to make visible the practices underlying academic writing, I deploy two metaphors. First, I explore the application of Lave and Wenger’s (ibid) Community of Practice (CoP) framework to the socialisation experiences of the two case studies. At the same time, I take a poststructuralist view of learning as a process which embodies a dynamic between language, identities, power relations, affordances and agency. Second, I apply Goffman’s ‘Frontstage, backstage’ (1959) metaphor for investigating interaction in institutional life, adding a new dimension, the ‘wings’. By tracing development of identities through a narrative view (Pavlenko & Blackledge, 2004), I argue that it is in this informal social learning space that interactions can provide 59
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Proceedings of the - British Association for Applied Linguistics

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