Though positioning has been addressed in social psychology and in identity construction, less attention has been paid to the specific linguistic markers which are drawn upon in discourse to position the self and other(s). This volume focusses on address terms, pragmatic markers, code switching/choice and orthography, the indexicalities of which are explored in different communicative activities. The volume is unusual in: i) the range of languages which are covered: Bergamasco, Brazilian Portuguese, English, Finnish, French, Georgian, Greek, Italian, Latin, Russian, Spanish and Swedish; ii) the inclusion of different communicative settings and text-types: workplace emails, everyday and institutional conversations, interviews, migrant narratives, radio phone-ins, dyadic and group settings, road-signs, service encounters; iii) its consideration of both synchronic and diachronic factors; iv) its mix of theoretical and methodological approaches. The volume illustrates some of the linguistic means speakers draw on to position themselves and others and hopes to stimulate further research studies in this vein.

This handbook is the first of its kind to explore Positioning Theory. Taking inspiration from the groundwork set by Rom Harré and collaborators such as Bronwyn Davies, Fathali Moghaddam, Luk Van Langenhove, and others the book explores the emergence, historical context, and disciplinary applications of Positioning Theory and its basic precepts as a social psychological theory. This volume encompasses over 20 chapters across four sections, assimilating cross-disciplinary insights that try to understand the theoretical underpinnings, methodological applications, and contemporary relevance of Positioning Theory. Part 1 explores the movement of scholarly figures and their numerous works on the subject. It discusses the foundational origins and the historical contexts of the existing theories on positioning and new directions for scholarship. Part 2 examines the methodological and narrative investigations used for data analysis in positioning research, navigating through the epistemological orientations and theoretical landscapes of Positioning Theory. Part 3 explores numerous applications across disciplines to consider the reach and influence of positioning within and across multiple disciplines. Lastly, the authors contemplate the future directions for Positioning Theory. Featuring researchers from leading research institutions from across the globe, the book is important reading for scholars interested in positioning and Positioning Theory. We recommend this handbook for graduate-level courses in social psychology, communication, discourse studies and related disciplines.

Conceived as the meanings that individuals attach to their selves, a substantial stockpile of theory related to identities accumulated across the arts, social sciences, and humanities over many decades continues to nourish contemporary research on self-identities in organizations. In times which are more reflexive, narcissistic, and fluid, the identities of participants in organizations are increasingly less fixed and less certain, making identity issues both more salient and more interesting. Particular attention has been given to processes of identity construction, often styled 'identity work'. Research has focused on how, why, and when such processes occur, and their implications for organizing and individual, group, and organizational outcomes. This has resulted in a burgeoning stream of research from discursive, dramaturgical, symbolic, socio-cognitive, and psychodynamic perspectives that most often casts individuals' efforts to fabricate identities as intentional, relational, and consequential. Seemingly intractable debates centred on the nature of identities - their relative stability or fluidity, whether they are best regarded as coherent or fractured, positive (or not), and how they are fabricated within relations of power - combined with other conceptual issues continue to invigorate the field. However, these debates have also led to some scepticism regarding the future potential of identities research. Yet as the chapters in this Handbook demonstrate, there are considerable grounds for optimism that identity, as root metaphor, nexus concept, and means to bridge levels of analysis has significant potential to generate multiple compelling streams of theorizing in organization and management studies.

Applying Systemic Functional Linguistics (SFL) to Descriptive Translation Studies (DTS), to three translations of a classic Chinese text, Zhao proposes a new model for linking translator positioning with translational norms in the target culture. Zhao combines the Appraisal model from SFL with a characterisation model to describe the role of translator positioning in character construction. Looking at three different translations of the classic Chinese novel Luotuo Xiangzi, she uses corpus tools to compare the opening and ending chapters of each translation, identifying textual patterns of translator positioning. She then analyses and compares the cover designs of the translated novels and reconstructs the translational norms governing the translator’s positioning in characterisation. In doing so she contributes to DTS by developing a systematic and consistent framework to analyse verbal and visual elements in translated novels. Her multimodal analysis also provides insights into the broader patterns of translated language. An insightful read for scholars interested in both theoretical and empirical approaches to translation studies.

Auf der Grundlage empirisch erhobenen Sprachmaterials untersucht die Studie das diskursive Aushandeln von Sprache und Identität innerhalb der intimsten "Community of Practice (CofP)", der Ehe zwischen interkulturellen Sprachpartnern. Die Studie ist in die sozialpsychologischen Konzepte von Identität und "Positioning" eingebettet. So wird am Beispiel von Interviews mit interkulturellen Paaren - genauer: englische Muttersprachler/innen, die mit deutschsprachigen Schweizer/innen verheiratet sind, in einer diglossen Sprachregion in der Zentralschweiz leben und über drei Jahre interviewt wurden - die Verhandlung und Performanz hybrider Identitäten analysiert und gezeigt, wie "doing Swiss" diskursiv ko-konstruiert und ausgehandelt wird. This book presents an empirical study that examines intercultural couples' reasons for specific language practices and investigates the negotiation and performances of hybrid identities within the marital unit, the most intimate community of practice (CofP). The theoretical framework adopted draws on the sociocultural linguistic approach to identity and the social psychological theory of positioning. The data stem from ethnographic observation and recordings carried out over a three-year period with intercultural couples, namely Anglophones married to native German-speaking Swiss, who reside in central Switzerland, where a diglossic situation prevails. The positionings individuals take up or refute indicate that the performance of "doing Swiss" is not only discursively co-constructed, but a site where the negotiation of meaning emerges within the context of social interaction.

Multimodalities and Chinese Students’ L2 Practices: Identity, Community, and Literacy explores the complex relations and interactions among multimodality, positioning, and agency in increasingly digitized, multilingual, and multicultural contexts. Min Wang uses interview narratives, WeChat exchanges, and class observations and field notes of three Chinese international students’ lived experiences of English learning to show that these L2 learners recognized and appropriated multiple modes and digital tools for their L2 literacies practices. They used multimodalities to position themselves as L2 users who are confident, able, and competent, but sometimes also struggling and ambivalent. The practice of meaning-making, remaking, designing, and redesigning demonstrated their agency as L2 learners. Positioned as cultural and social beings, these L2 learners presented their self-understandings and self-representations through symbolic and material artifacts, interactions with local and non-local people, and engagement in WeChat discussions and ELI learning. They assumed rights, obligations, and expectations in order to become legitimate community members. In the process their agency was promoted, negotiated, or sometimes limited by micro-social structures and ongoing interactions.

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.

An interdisciplinary, peer-reviewed publication, Journal of International Students is a professional journal that publishes narrative, theoretical and empirically-based research articles, study abroad reflections, and book reviews relevant to international students, faculty, scholars, and their cross-cultural experiences and understanding in higher education. The Journal audience includes international and domestic students, faculty, administrators, and educators engaged in research and practice in international students in colleges and universities. More information on the web: http: //jistudents.org/

The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education.

Through insiders’ perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America. The authors document how their personal and professional identities intersected during their doctoral studies and how these doctoral programs, as learning environments, supported them in their professional development and dissertation research. As such, their insider perspectives and narratives are of special value to those contemplating pursuing such a program, or are in progress towards their own degree, as well as the faculty members who advise and support these doctoral students. Chapters focus on topics immediately relevant to success and persistence in a doctoral program, such as developing a network of mentors, establishing a work-life balance, and professional socialization, among others. All authors are recent graduates of their programs who have been intentionally selected for their recent memories in navigating the process. At a time when doctoral program persistence declines at the intersection of students’ gender and racial background (see Okahana & Zhou, 2019) there is a pressing need to share the insights and lived experiences of those less commonly featured in narratives of the successful doctoral scholar. This need is especially true among TESOL professionals who will teach and learn in diverse, global settings throughout their careers following their graduation. This book contributes to that need, and it is an essential resource for scholars in TESOL/English Applied Linguistics and other similar doctoral programs.