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1860797516028575744
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INTELEK Repository
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Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection491197
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2024-10-07 12:33
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Restricted Document
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13054
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UniSZA
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| internalnotes |
Atkinson, D., Okada, H., & Talmy, S. (2011). Discourse analysis and ethnography. In K. Hyland & B. Paltridge (Eds.), Continuum companion to discourse analysis (pp.85–100). London, UK: Continuum. Bakker, E., & Kahane, A. (2009). Written voices spoken signs. Cambridge, MA: Havard University Press. Bamberg, M. (2003) Stories, tellings, and identities. In C. Daiute & C. Lightfoot (Eds.), Narrative analysis: Studying the development of individuals in society (pp.135-157). London, UK: Sage. Bamberg, M. (2011). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 3–24. http://dx.doi.org/10.1177/0959354309355852 Benwell, B., & Stokoe, E. (2006). Discourse and identity. Edinburgh, UK: Edinburgh University Press. Bilic, P. (2015). ‘Searching for a centre that holds’ in the network society: Social construction of knowledge on, and with, English Wikipedia. New Media & Society, 17, 1258-1276. Brailovskaia, J., & Bierhoff, H. (2016). Cross-cultural narcissism on Facebook: Relationship between self-presentation, social interaction and the open and covert narcissism on a social networking site in Germany and Russia. Computers in Human Behaviour, 55, 251-257. Bruner, J. (1995). The autobiographical process. Current Sociology, 43(2), 161–177. http://dx.doi.org/10.1177/001139295043002015 Buglass, S.L., Binder, J.F., Betts, L.R., & Underwood, J.D.M. (2016). When ‘friends’ collide: Social heterogeneity and user vulnerability on social network sites. Computers in Human Behaviour, 54, 62-72. Carter, R., & McCarthy, M. (1997). Exploring spoken English. Cambridge, UK: Cambridge University Press. Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. London, UK: Sage. Edwards, D. (2005). Discursive psychology. In K.L. Fitch & R.E. Sanders (Eds.), Handbook of language and social interaction, (pp. 257-273). London, UK: Erlbaum. Edwards, D., & Potter, J. (1992) Discursive psychology. London: Sage. Edwards, D., & Potter, J. (2005). Discursive psychology, mental states and descriptions. In H. Te Molder & J. Potter (Eds.), Conversation and cognition, (pp.241-259). Cambridge, UK: Cambridge University Press. Erikson, E.H. (1959). Identity and the life cycle: selected papers. Psychological Issues 1, 1–171. Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London, UK: Longman Gee, J.P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. http://dx.doi.org/10.3102/0091732X025001099 Gee, J.P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). London, UK: Routledge. Georgakopoulou, A., & Finnis, K. (2009). Code-switching 'in site' for fantasizing identities: A case study of conventional uses of London Greek Cypriot. Pragmatics, 19(3), 467–488. Retrieved from http://elanguage.net/journals/pragmatics/article/view/1386/944 Goffman, E. (1959). The presentation of self in everyday life. New York, US: Doubleday. Goffman, E. (1981). Forms of talk. Philadelphia, US: University of Pennsylvania. Hammersley, M. (2002). Educational research, policymaking and practice. London, UK: Paul Chapman. Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: social networking sites, acceptable identity fragments, and the identity constellation. Computers and Education, 72, 292–301. http://dx.doi.org/10.1016/j.compedu.2013.12.001 Larsson, A.O. (2016). Online, all the time? A quantitative assessment of the permanent campaign on Facebook. New Media & Society, 18(2), 274-292. McGuigan, L., & Manzerolle, V. (2015). “All the world’s a shopping cart”: Theorizing the political economy of ubiquitous media and markets. New Media & Society, 17, 1830-1848. Miller, J. (2004). Discourse analysis. Centre for Languages, Linguistic and Area Studies, University of Southampton. Retrieved from https://www.llas.ac.uk/resources/gpg/132 Olson, J., Clough, M., & Penning, K. (2009). Prospective elementary teachers gone wild? An analysis of Facebook selfportrayals and expected dispositions of preservice elementary teachers. Contemporary Issues in Technology and Teacher Education 9, 443–475. Richards, K. (2006). Language and professional identity: aspects of collaborative interaction. Basingstoke, UK: Palgrave Macmillan. Rashid, R. A. (2015). Religion-related discourse in an apostate’s social networking site account, 1st World Islamic Social Science Congress, Putrajaya, Malaysia. Rashid, R.A. (2016). Topic continuation strategies employed by teachers in managing supportive conversations on Facebook Timeline. Discourse Studies, 18(2), 188-203. http://dx.doi.org/10.1177/1461445615623906 Rashid, R.A., & Rahman, M.F. (2014). Social networking sites for online mentoring and creativity enhancement. International Journal of Technology Enhanced Learning 6(1), 34–45. http://dx.doi.org/10.1504/IJTEL.2014.060024 Rashid, R.A. (2014). Exploring methodological and ethical issues in researching teachers’ informal learning on a social networking site. Nottingham: The Nottingham Jubilee Press. Rojecki, A., & Meraz, S. (2016). Rumors and factitious informational blends: The role of the web in speculative politics. New Media & Society, 18(1), 25-43. Schriffin, D. (1996). Narrative as a self-portrait: sociolinguistic constructions of identity. Cambridge, UK: Cambridge University Press. Schroeder, J., & Greenbowe, T.J. (2009). The chemistry of Facebook: using social networking to create an online community for the organic chemistry laboratory. Innovate 5(4). Schwartz, R., & Halegoua, G.R. (2015). The spatial self: Location-based identity performance on social media. New Media and Society, 17 (10), 1643-1660. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Taylor, Y., Falconer, E., & Snowdon, R. (2014). Queer youth, Facebook and faith: Facebook methodologies and online identities. New Media & Society, 16(7), 1138-1153. Tannen, D. (1989). Talking voices. Cambridge, UK: Cambridge University Press. Teclehaimanot, B.B., & Hickman, T. (2011). Student-teacher interaction on Facebook: what students find appropriate. TechTrends, 55(3), 19–30. http://dx.doi.org/10.1007/s11528-011-0494-8 Te Molder, H., & Potter, J. (2005). Conversation and cognition. Cambridge, UK: Cambridge University Press. Thornbury, S., & Slade, D. (2006). Conversation: from description to pedagogy. Cambridge, UK: Cambridge University Press. Wetherell, M. (2007). A step too far: discursive psychology, linguistic ethnography and questions of identity. Journal of Sociolinguistics, 11(5), 661–681. http://dx.doi.org/10.1111/j.1467-9841.2007.00345.x Wong, K., Kwan, R., & Leung, K. (2011). An exploration of using Facebook to build a virtual community of practice. 4 th ICHL conference proceedings [online]. Retrieved from http://link.springer.com/chapter/10.1007%2F978-3-642- 22763-9_30 Zhao, S., Grasmuck, S., & Martin, J. (2008) Identity construction on Facebook: Digital empowerment in anchored relationships. Computers in Human Behavior, 24(5), 1816-1836.
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13054 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=13054 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection491197 Restricted Document Article Journal Deflate/Inflate image/png 1426 794 1426x794 2024-10-07 12:33 7365-01-FH02-FBK-16-05980.png UniSZA Private Access English language teachers as a dissenter on a social networking site International Journal of Applied Linguistics and English Literature This paper explores how teachers discursively construct socially desirable identities to sustain their engagement in the Facebook Timeline community. Data were gathered from the Status updates and Comments on 29 Timelines belonged to Malaysian English language teachers who were purposively chosen as they often posted and commented on teaching related issues on their Timelines. The analysis shows that the commonest form of identity construction on the teachers’ Timelines was as a dissenter which had been carefully constructed to present positive self-images and cast blames on other people. The teachers questioned the expectations of the people around them, as they perceive that the expectations are unrealistic. This paper concludes that the teachers were being strategic in their postings where they provide justification for their views and ascribe particular identities to other people in the process of constructing their own identity as a dissenter. 5 4 Australian International Academic Centre PTY LTD Australian International Academic Centre PTY LTD 72-78 Atkinson, D., Okada, H., & Talmy, S. (2011). Discourse analysis and ethnography. In K. Hyland & B. Paltridge (Eds.), Continuum companion to discourse analysis (pp.85–100). London, UK: Continuum. Bakker, E., & Kahane, A. (2009). Written voices spoken signs. Cambridge, MA: Havard University Press. Bamberg, M. (2003) Stories, tellings, and identities. In C. Daiute & C. Lightfoot (Eds.), Narrative analysis: Studying the development of individuals in society (pp.135-157). London, UK: Sage. Bamberg, M. (2011). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 3–24. http://dx.doi.org/10.1177/0959354309355852 Benwell, B., & Stokoe, E. (2006). Discourse and identity. Edinburgh, UK: Edinburgh University Press. Bilic, P. (2015). ‘Searching for a centre that holds’ in the network society: Social construction of knowledge on, and with, English Wikipedia. New Media & Society, 17, 1258-1276. Brailovskaia, J., & Bierhoff, H. (2016). Cross-cultural narcissism on Facebook: Relationship between self-presentation, social interaction and the open and covert narcissism on a social networking site in Germany and Russia. Computers in Human Behaviour, 55, 251-257. Bruner, J. (1995). The autobiographical process. Current Sociology, 43(2), 161–177. http://dx.doi.org/10.1177/001139295043002015 Buglass, S.L., Binder, J.F., Betts, L.R., & Underwood, J.D.M. (2016). When ‘friends’ collide: Social heterogeneity and user vulnerability on social network sites. Computers in Human Behaviour, 54, 62-72. Carter, R., & McCarthy, M. (1997). Exploring spoken English. Cambridge, UK: Cambridge University Press. Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. London, UK: Sage. Edwards, D. (2005). Discursive psychology. In K.L. Fitch & R.E. Sanders (Eds.), Handbook of language and social interaction, (pp. 257-273). London, UK: Erlbaum. Edwards, D., & Potter, J. (1992) Discursive psychology. London: Sage. Edwards, D., & Potter, J. (2005). Discursive psychology, mental states and descriptions. In H. Te Molder & J. Potter (Eds.), Conversation and cognition, (pp.241-259). Cambridge, UK: Cambridge University Press. Erikson, E.H. (1959). Identity and the life cycle: selected papers. Psychological Issues 1, 1–171. Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London, UK: Longman Gee, J.P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. http://dx.doi.org/10.3102/0091732X025001099 Gee, J.P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). London, UK: Routledge. Georgakopoulou, A., & Finnis, K. (2009). Code-switching 'in site' for fantasizing identities: A case study of conventional uses of London Greek Cypriot. Pragmatics, 19(3), 467–488. Retrieved from http://elanguage.net/journals/pragmatics/article/view/1386/944 Goffman, E. (1959). The presentation of self in everyday life. New York, US: Doubleday. Goffman, E. (1981). Forms of talk. Philadelphia, US: University of Pennsylvania. Hammersley, M. (2002). Educational research, policymaking and practice. London, UK: Paul Chapman. Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: social networking sites, acceptable identity fragments, and the identity constellation. Computers and Education, 72, 292–301. http://dx.doi.org/10.1016/j.compedu.2013.12.001 Larsson, A.O. (2016). Online, all the time? A quantitative assessment of the permanent campaign on Facebook. New Media & Society, 18(2), 274-292. McGuigan, L., & Manzerolle, V. (2015). “All the world’s a shopping cart”: Theorizing the political economy of ubiquitous media and markets. New Media & Society, 17, 1830-1848. Miller, J. (2004). Discourse analysis. Centre for Languages, Linguistic and Area Studies, University of Southampton. Retrieved from https://www.llas.ac.uk/resources/gpg/132 Olson, J., Clough, M., & Penning, K. (2009). Prospective elementary teachers gone wild? An analysis of Facebook selfportrayals and expected dispositions of preservice elementary teachers. Contemporary Issues in Technology and Teacher Education 9, 443–475. Richards, K. (2006). Language and professional identity: aspects of collaborative interaction. Basingstoke, UK: Palgrave Macmillan. Rashid, R. A. (2015). Religion-related discourse in an apostate’s social networking site account, 1st World Islamic Social Science Congress, Putrajaya, Malaysia. Rashid, R.A. (2016). Topic continuation strategies employed by teachers in managing supportive conversations on Facebook Timeline. Discourse Studies, 18(2), 188-203. http://dx.doi.org/10.1177/1461445615623906 Rashid, R.A., & Rahman, M.F. (2014). Social networking sites for online mentoring and creativity enhancement. International Journal of Technology Enhanced Learning 6(1), 34–45. http://dx.doi.org/10.1504/IJTEL.2014.060024 Rashid, R.A. (2014). Exploring methodological and ethical issues in researching teachers’ informal learning on a social networking site. Nottingham: The Nottingham Jubilee Press. Rojecki, A., & Meraz, S. (2016). Rumors and factitious informational blends: The role of the web in speculative politics. New Media & Society, 18(1), 25-43. Schriffin, D. (1996). Narrative as a self-portrait: sociolinguistic constructions of identity. Cambridge, UK: Cambridge University Press. Schroeder, J., & Greenbowe, T.J. (2009). The chemistry of Facebook: using social networking to create an online community for the organic chemistry laboratory. Innovate 5(4). Schwartz, R., & Halegoua, G.R. (2015). The spatial self: Location-based identity performance on social media. New Media and Society, 17 (10), 1643-1660. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Taylor, Y., Falconer, E., & Snowdon, R. (2014). Queer youth, Facebook and faith: Facebook methodologies and online identities. New Media & Society, 16(7), 1138-1153. Tannen, D. (1989). Talking voices. Cambridge, UK: Cambridge University Press. Teclehaimanot, B.B., & Hickman, T. (2011). Student-teacher interaction on Facebook: what students find appropriate. TechTrends, 55(3), 19–30. http://dx.doi.org/10.1007/s11528-011-0494-8 Te Molder, H., & Potter, J. (2005). Conversation and cognition. Cambridge, UK: Cambridge University Press. Thornbury, S., & Slade, D. (2006). Conversation: from description to pedagogy. Cambridge, UK: Cambridge University Press. Wetherell, M. (2007). A step too far: discursive psychology, linguistic ethnography and questions of identity. Journal of Sociolinguistics, 11(5), 661–681. http://dx.doi.org/10.1111/j.1467-9841.2007.00345.x Wong, K., Kwan, R., & Leung, K. (2011). An exploration of using Facebook to build a virtual community of practice. 4 th ICHL conference proceedings [online]. Retrieved from http://link.springer.com/chapter/10.1007%2F978-3-642- 22763-9_30 Zhao, S., Grasmuck, S., & Martin, J. (2008) Identity construction on Facebook: Digital empowerment in anchored relationships. Computers in Human Behavior, 24(5), 1816-1836.
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| spellingShingle |
English language teachers as a dissenter on a social networking site
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| summary |
This paper explores how teachers discursively construct socially desirable identities to sustain their engagement in the Facebook Timeline community. Data were gathered from the Status updates and Comments on 29 Timelines belonged to Malaysian English language teachers who were purposively chosen as they often posted and commented on teaching related issues on their Timelines. The analysis shows that the commonest form of identity construction on the teachers’ Timelines was as a dissenter which had been carefully constructed to present positive self-images and cast blames on other people. The teachers questioned the expectations of the people around them, as they perceive that the expectations are unrealistic. This paper concludes that the teachers were being strategic in their postings where they provide justification for their views and ascribe particular identities to other people in the process of constructing their own identity as a dissenter.
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| title |
English language teachers as a dissenter on a social networking site
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| title_full |
English language teachers as a dissenter on a social networking site
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| title_fullStr |
English language teachers as a dissenter on a social networking site
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| title_full_unstemmed |
English language teachers as a dissenter on a social networking site
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| title_short |
English language teachers as a dissenter on a social networking site
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| title_sort |
english language teachers as a dissenter on a social networking site
|