Arndt, V., Harvey, P. & Nuttall, J. (2000 ). Alive to language: Perspectives on language awareness for English language teachers . Cambridge: Cambridge University Press.
Casenave, C. (2004). Controversies in second language writing (pp. 205-223). Ann Arbor: University of Michigan Press.
Crystal, D. English as a global language . Cambridge: Cambridge University Press.
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language (pp. 277-311). Oxford: Oxford University Press.
Harmer, J. The practice of English language teaching . Harlow: Pearson Longman.
Matsuda, A. (2006). Negotiating assumptions in EIL classrooms. In J. Edge (Ed .), Re-locating TESOL in an age of empire (pp. 158-170). Basingstoke: Palgrave Macmillan.
Peirce, P. (1995). Social identity, investment and language learning. TESOL Quarterly , 29(1): 9-31.
Oxford, R., Massey, R. & Anand, S. (2005). Transforming teacher-student relationships: Toward a more welcoming and diverse classroom discourse. In J. Frodensen & C. Holton (eds .), The power of context in language teaching and learning (pp. 249-266). Heinle: Boston.
Palfreyman, D. (2003). Learner autonomy across cultures (pp. 1-16). Basingstoke: Palgrave Macmillan.
Study Guide (2011). Study guide for language awareness and language issues. Massey University, School of Language Studies.
Tomlinson, B. (2005). English as a foreign language: Matching procedures to the context of learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 137-153). Mahwah, New jersey: Lawrence Erlbaum.
Karen Sunley 06118852, 272.701 Assignment 6
The true purpose of language education is to help learners find their voice. Karen Sunley 06118852, 272.701 Assignment 6
Successful second language learners are those who have been empowered to set up counterdiscourse. In so doing, they have reframed the power relations between themselves and their various interlocutors. This has enabled such learners to claim the right both to speak and to be heard.