MARC 主機 00000nam a2200505 i 4500 
001    978-3-319-95438-7 
003    DE-He213 
005    20180816172108.0 
006    m     o  d         
007    cr nn 008maaau 
008    180816s2019    gw      s         0 eng d 
020    9783319954387|q(electronic bk.) 
020    9783319954370|q(paper) 
024 7  10.1007/978-3-319-95438-7|2doi 
040    GP|cGP|erda 
041 0  eng 
050  4 PE1130.J3|bK54 2019 
082 04 428.0071052|223 
100 1  Kiernan, Patrick,|eauthor 
245 10 Learner narratives of translingual identities :|ba 
       multimodal approach to exploring language learning 
       histories /|cby Patrick Kiernan 
264  1 Cham :|bSpringer International Publishing :|bImprint: 
       Palgrave Macmillan,|c2019 
300    1 online resource (xvii, 325 pages) :|billustrations, 
       digital ;|c24 cm 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
347    text file|bPDF|2rda 
505 0  Chapter 1. Introduction -- Part One: Theoretical Concerns 
       -- Chapter 2. Multimodal resources in face-to-face 
       interviews -- Chapter 3. Three perspectives on gesture and
       meaning -- Chapter 4. Ideational meaning and the 
       experience of transcultural identity -- Chapter 5. 
       Community, identity, and interpersonal resources -- 
       Chapter 6. Framing, narrative, and textual semiotic 
       resources -- Part Two: Learner Narratives of Translingual 
       Identity -- Chapter 7. Aspiring translinguals -- Chapter 
       8. Confident translinguals -- Chapter 9. Translingual 
       heritage -- Part Three: The Translingual Community -- 
       Chapter 10. A translingual community of practice -- 
       Chapter 11. Lessons from a successful translingual 
       community -- Chapter 12. Conclusion 
520    This book addresses translingual identities through an 
       innovative multimodal analysis of the language learning 
       histories of a class of advanced learners of English in 
       Japan who grew up between two or more languages. The 
       author explores both the translingual experiences of those
       in the classroom and how they use language and gesture 
       when describing their experiences to each other. This 
       approach uses three perspectives: it looks at the worlds 
       and identities the interviewees construct for themselves; 
       at their interpersonal communication; and at the way they 
       frame their experience. Finally, it offers some lessons 
       based on the observations of the class which reveal the 
       values they share and the key to their success as language
       learners. It will appeal to applied linguistic and 
       educational researchers, particularly those with an 
       interest in narrative approaches to exploring educational 
       contexts, as well as language educators and policy makers 
       interested in gaining a learner perspective on language 
       learning. Patrick Kiernan is Associate Professor in the 
       School of Business Administration at Meji University in 
       Tokyo, Japan 
650  0 English language|xStudy and teaching|xJapanese speakers
       |xPsychological aspects 
650  0 Multilingual persons|xPsychology 
650  0 Identity (Psychology) 
650 14 Linguistics 
650 24 Applied Linguistics 
650 24 Multilingualism 
650 24 Language Education 
650 24 Semiotics 
650 24 Self and Identity 
650 24 Intercultural Communication 
710 2  SpringerLink (Online service) 
773 0  |tSpringer eBooks 
856 40 |uhttp://dx.doi.org/10.1007/978-3-319-95438-7