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role in identity formation</title> <meta name="description" content="Search results for: language's role in identity formation"> <meta name="keywords" content="language's role in identity formation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research 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method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="language's role in identity formation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 17166</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: language's role in identity formation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17166</span> Reflections on the Role of Cultural Identity in a Bilingual Education Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lina%20Tenjo">Lina Tenjo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilba%20Rodr%C3%ADguez"> Ilba Rodríguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of cultural identity in bilingual programs has been barely discussed in regards to SLA. This research focuses on providing relevant information that helps in having more knowledge about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This study explores the experience of 18 students in a dual language program, in a public elementary school in Northern Virginia, USA. It examines their dual language experience and the different ways this experience contributes to the formation of their cultural identity. The findings were studied with the purpose of determining the relationship between participants and certain aspects of cultural identity in a multicultural context. The reflections that originate from the voices of children are the key source that helps us to better understand the particular needs that young learners have during their participation in a DLP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acculturation" title="acculturation">acculturation</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20program" title=" dual language program"> dual language program</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/59189/reflections-on-the-role-of-cultural-identity-in-a-bilingual-education-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17165</span> Language Factor in the Formation of National and Cultural Identity of Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andabayeva%20Dina">Andabayeva Dina</a>, <a href="https://publications.waset.org/abstracts/search?q=Avakova%20Raushangul"> Avakova Raushangul</a>, <a href="https://publications.waset.org/abstracts/search?q=Kortabayeva%20Gulzhamal"> Kortabayeva Gulzhamal</a>, <a href="https://publications.waset.org/abstracts/search?q=Rakhymbay%20Bauyrzhan"> Rakhymbay Bauyrzhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article attempts to give an overview of the language situation and language planning in Kazakhstan. Statistical data is given and excursion to history of languages in Kazakhstan is done. Particular emphasis is placed on the national- cultural component of the Kazakh people, namely the impact of the specificity of the Kazakh language on ethnic identity. Language is one of the basic aspects of national identity. Recently, in the Republic of Kazakhstan purposeful work on language development has been conducted. Optimal solution of language problems is a factor of interethnic relations harmonization, strengthening and consolidation of the peoples and public consent. Development of languages - one of the important directions of the state policy in the Republic of Kazakhstan. The problem of the state language, as part of national (civil) identification play a huge role in the successful integration process of Kazakh society. And quite rightly assume that one of the foundations of a new civic identity is knowing Kazakh language by all citizens of Kazakhstan. The article is an analysis of the language situation in Kazakhstan in close connection with the peculiarities of cultural identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazakhstan" title="Kazakhstan">Kazakhstan</a>, <a href="https://publications.waset.org/abstracts/search?q=mentality" title=" mentality"> mentality</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnolinguistics" title=" ethnolinguistics"> ethnolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20planning" title=" language planning"> language planning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20personality" title=" language personality"> language personality</a> </p> <a href="https://publications.waset.org/abstracts/22912/language-factor-in-the-formation-of-national-and-cultural-identity-of-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">635</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17164</span> The Queer Language: A Case Study of the Hyderabadi Queers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sreerakuvandana%20Vandana">Sreerakuvandana Vandana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the term third gender is relatively new, the language that is in use has already made its way to the concept of identity. With the vast recognition and the transparency in expressing their identity without a tint of embarrassment, it is highly essential to take into account the idea of “identity” and “language”. The community however picks up language as a tool to assert their presence in the “mainstream”, albeit contradictory practices. The paper is an attempt to see how Koti claims and tries to be a language just like any other language. With that, it also identifies how the community wants to be identified as a unique group, but yet want to remain grounded to the ‘mainstream’. The work is an attempt to bring out the secret language of the LGBT community and understand their desire to be recognized as "main stream." The paper is also an attempt to bring into light this language and see if it qualifies to be a language at all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=queer" title=" queer"> queer</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/62333/the-queer-language-a-case-study-of-the-hyderabadi-queers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">541</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17163</span> Towards Positive Identity Construction for Japanese Non-Native English Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yumi%20Okano">Yumi Okano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The low level of English proficiency among Japanese people has been a problem for a long time. Japanese non-native English language teachers, under social or ideological constraints, feel a gap between government policy and their language proficiency and cannot maintain high self-esteem. This paper focuses on current Japanese policies and the social context in which teachers are placed and examines the measures necessary for their positive identity formation from a macro-meso-micro perspective. Some suggestions for achieving this are: 1) Teachers should free themselves from the idea of native speakers and embrace local needs and accents, 2) Teachers should be involved in student discussions as facilitators and individuals so that they can be good role models for their students, and 3) Teachers should invest in their classrooms. 4) Guidelines and training should be provided to help teachers gain confidence. In addition to reducing the workload to make more time available, 5) expanding opportunities for investment outside the classroom into the real world is necessary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20identity" title="language teacher identity">language teacher identity</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers" title=" native speakers"> native speakers</a>, <a href="https://publications.waset.org/abstracts/search?q=government%20policy" title=" government policy"> government policy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=investment" title=" investment"> investment</a> </p> <a href="https://publications.waset.org/abstracts/164078/towards-positive-identity-construction-for-japanese-non-native-english-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164078.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17162</span> Ethnolinguistic Identity and Language Policies: Negotiating Identity and Diversity in Modern Linguistic Environment in Malawi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Mayeso%20Jiyajiya">Peter Mayeso Jiyajiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The question of language and identity in the post-colonial Africa has resulted in the policy inconsistencies and perceived wayward practices regarding language use. The need to reside and situate oneself in the global village has alienated local identities, with most countries, Malawi in particular promoting exogenous colonial language(s) at the expense of local languages that mirror people’s identities. This has brought a mismatch between language policy and implementation. The resultant effect has been alienation of the ‘Self’ from one’s indigenous identity and creation of the ‘other’ in the foreign identity, and the undermining of the linguistic rights of the minority language speakers. The need to negotiate the identity and modernity in the global village is thus imperative. The paper attempts to review the language situation in Malawi in light of the growing desire for international integration vis-à-vis the cultivation and maintenance of national ethnolinguistic identity. It further highlights the dilemma that the promotion of vernacular languages is facing in the modern Malawi. It also examines the Malawi language policy and its implementation. The failures, challenges, and inconsistencies are discussed in order to negotiate the position of minority languages in the modern Malawi. The paper notes that identity construction and maintenance within the framework of language policy in Malawi is undermined by attitudinal factors towards one’s culture and language. The paper then provides suggestions of negotiating identity in Malawi within the framework of globalisation through the placement of premiums on the minority languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20languages" title=" minority languages"> minority languages</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular%20language" title=" vernacular language"> vernacular language</a> </p> <a href="https://publications.waset.org/abstracts/54178/ethnolinguistic-identity-and-language-policies-negotiating-identity-and-diversity-in-modern-linguistic-environment-in-malawi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">687</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17161</span> Place, Space and Asian/Hawaiian Identities in Gary Pak's My Friend Kammy and Ishmael Reed or Me</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaroslav%20Ku%C5%A1n%C3%ADr">Jaroslav Kušnír</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hawaiian literature in English has been researched more intensively in the past decades, mostly in the context of Asian American literature. In his collection of stories Language of the Gecko's and Other Stories, Hawaiian author Gary Pak explores complex relationships between Asian, Native Hawaiian, and American characters living mostly in Hawaii. Through a depiction of these complex relationships, Pak also explores the interaction between different cultures in Hawaii as well as the formation of Asian/Hawaiian identity in the modern world. Based on a comparative approach and close analysis method, this paper will explore the role of place and its historical and cultural background in the formation of modern Asian/Hawaiian cultural identity as manifested in Pak's stories My Friend Kammy and Ishmael Reed or Me. At the same time, through the use of Bill Ashcroft´s concept of transnation, the author of this paper will analyze Pak's depiction of the formation of the cultural identity of characters from Gary Pak's stories My Friend Kammy and Ishmael Reed or Me, which are, in the author of this paper´s view, the characters close to the concept of Ashcroft's transnation which makes them different from traditional cosmopolitan or diasporic characters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20identity" title=" cultural identity"> cultural identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Hawaiian%20identity" title=" Hawaiian identity"> Hawaiian identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Hawaiian%20literature" title=" Hawaiian literature"> Hawaiian literature</a>, <a href="https://publications.waset.org/abstracts/search?q=place" title=" place"> place</a>, <a href="https://publications.waset.org/abstracts/search?q=transnation" title=" transnation"> transnation</a> </p> <a href="https://publications.waset.org/abstracts/170073/place-space-and-asianhawaiian-identities-in-gary-paks-my-friend-kammy-and-ishmael-reed-or-me" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170073.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17160</span> Thai Arts and Culture the Formation of Thai Identity Letter Font Designed</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kreetha%20Thumcharoensathit">Kreetha Thumcharoensathit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the analysis of Thai Arts and Culture which concerning the formation of Thai identity letter font designed is to identify The Aumphawa local community identity so as to select the suitable letter font which can applicable to the computer software usage. The populated survey was from the group of local people who live in Aumphawa sub-district. The methodological is cluster sampling from 100 surveyed, those 50 were from people who have household registration done in Aumphawa sub-district and other from people who live outside. In order to analyze and design the Thai identity letter font computer software designed for both Thai and English language version, the analysis had been completed by compiling of document and field survey from local people’s opinion on their Arts and Culture identity. The out-put will be submitted to the experts for evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thai%20arts" title="Thai arts">Thai arts</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=font" title=" font"> font</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/7600/thai-arts-and-culture-the-formation-of-thai-identity-letter-font-designed" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17159</span> Examining Kokugaku as a Pattern of Defining Identity in Global Comparison </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M%C3%A1ria%20Ildik%C3%B3%20Farkas">Mária Ildikó Farkas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kokugaku of the Edo period can be seen as a key factor of defining cultural (and national) identity in the 18th and early 19th century based on Japanese cultural heritage. Kokugaku focused on Japanese classics, on exploring, studying and reviving (or even inventing) ancient Japanese language, literature, myths, history and also political ideology. ‘Japanese culture’ as such was distinguished from Chinese (and all other) cultures, ‘Japanese identity’ was thus defined. Meiji scholars used kokugaku conceptions of Japan to construct a modern national identity based on the premodern and culturalist conceptions of community. The Japanese cultural movement of the 18-19th centuries (kokugaku) of defining cultural and national identity before modernization can be compared not to the development of Western Europe (where national identity strongly attached to modern nation states) or other parts of Asia (where these emerged after the Western colonization), but rather with the ‘national awakening’ movements of the peoples of East Central Europe, a comparison which have not been dealt with in the secondary literature yet. The role of a common language, culture, history and myths in the process of defining cultural identity – following mainly Miroslav Hroch’s comparative and interdisciplinary theory of national development – can be examined compared to the movements of defining identity of the peoples of East Central Europe (18th-19th c). In the shadow of a cultural and/or political ‘monolith’ (China for Japan and Germany for Central Europe), before modernity, ethnic groups or communities started to evolve their own identities with cultural movements focusing on their own language and culture, thus creating their cultural identity, and in the end, a new sense of community, the nation. Comparing actual texts (‘narratives’) of the kokugaku scholars and Central European writers of the nation building period (18th and early 19th centuries) can reveal the similarities of the discourses of deliberate searches for identity. Similar motives of argument can be identified in these narratives: ‘language’ as the primary bearer of collective identity, the role of language in culture, ‘culture’ as the main common attribute of the community; and similar aspirations to explore, search and develop native language, ‘genuine’ culture, ‘original’ traditions. This comparative research offering ‘development patterns’ for interpretation can help us understand processes that may be ambiguously considered ‘backward’ or even ‘deleterious’ (e.g. cultural nationalism) or just ‘unique’. ‘Cultural identity’ played a very important role in the formation of national identity during modernization especially in the case of non-Western communities, who had to face the danger of losing their identities in the course of ‘Westernization’ accompanying modernization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20identity" title="cultural identity">cultural identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20modernization" title=" Japanese modernization"> Japanese modernization</a>, <a href="https://publications.waset.org/abstracts/search?q=kokugaku" title=" kokugaku"> kokugaku</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20awakening" title=" national awakening"> national awakening</a> </p> <a href="https://publications.waset.org/abstracts/83516/examining-kokugaku-as-a-pattern-of-defining-identity-in-global-comparison" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17158</span> Historical Analysis of the Evolution of Swiss Identity and the Successful Integration of Multilingualism into the Swiss Concept of Nationhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Beringer">James Beringer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Switzerland’s ability to forge a strong national identity across linguistic barriers has long been of interest to nationalism scholars. This begs the question of how this has been achieved, given that traditional explanations of luck or exceptionalism appear highly reductionist. This paper evaluates the theory that successful Swiss management of linguistic diversity stems from the strong integration of multilingualism into Swiss national identity. Using archival analysis of Swiss government records, historical accounts of prominent Swiss citizens, as well as secondary literature concerning the fundamental aspects of Swiss national identity, this paper charts the historical evolution of Swiss national identity. It explains how multilingualism was deliberately and successfully integrated into Swiss national identity as a response to political fragmentation along linguistic lines during the First World War. Its primary conclusions are the following. Firstly, the earliest foundations of Swiss national identity were purposefully removed from any association with a single national language. This produced symbols, myths, and values -such as a strong commitment to communalism, the imagery of the Swiss natural landscape, and the use of Latin expressions, which can be adopted across Swiss linguistic groups. Secondly, the First World War triggered a turning point in the evolution of Swiss national identity. The fundamental building blocks proved insufficient in preventing political fractures amongst linguistic lines, as each Swiss linguistic group gravitated towards its linguistic neighbours within Europe. To avoid a repeat of such fragmentation, a deliberate effort was made to fully integrate multilingualism as a fundamental aspect of Swiss national identity. Existing natural symbols, such as the St Gotthard Mountains, were recontextualized in order to become associated with multilingualism. The education system was similarly reformed to reflect the unique multilingual nature of the Swiss nation. The successful result of this process can be readily observed in polls and surveys, with large segments of the Swiss population highlighting multilingualism as a uniquely Swiss characteristic, indicating the symbiotic connection between multilingualism and the Swiss nation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%27s%20role%20in%20identity%20formation" title="language's role in identity formation">language's role in identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism%20in%20nationalism" title=" multilingualism in nationalism"> multilingualism in nationalism</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20identity%20formation" title=" national identity formation"> national identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=Swiss%20national%20identity%20history" title=" Swiss national identity history"> Swiss national identity history</a> </p> <a href="https://publications.waset.org/abstracts/115633/historical-analysis-of-the-evolution-of-swiss-identity-and-the-successful-integration-of-multilingualism-into-the-swiss-concept-of-nationhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17157</span> Role of Physical Appearance in Associating People with a Group Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gurleen%20Kaur">Gurleen Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being tall-short, fat-thin, black-white, etc. is an inevitable part of how people perceive you. This association of people with your external appearance carves out an identity for you. This paper will look at the reasons why people relate a person to a particular categorization on the basis of his/her physical appearance. The paper delves into reasons for this categorization into groups: Subconscious grouping, personal gain, ease of relating to the group, and social acceptance. Development of certain unique physical features also leads to a person relating himself to a collective identity. Thus, this paper will support the fact that physical appearance plays a crucial role in categorization of people into groups and hence forming a group identity for them. This paper is divided into three parts. The first part will discuss what physical appearance is and how is it linked to our daily lives. The second part will talk about why it works i.e. why this factor of external appearance is important in formation of identity. The last part will talk about the factors which lead to categorization of identity because of physical appearance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20identity" title="group identity">group identity</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20appearance" title=" physical appearance"> physical appearance</a>, <a href="https://publications.waset.org/abstracts/search?q=subconscious%20grouping" title=" subconscious grouping"> subconscious grouping</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20identity" title=" collective identity "> collective identity </a> </p> <a href="https://publications.waset.org/abstracts/31643/role-of-physical-appearance-in-associating-people-with-a-group-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17156</span> Multiple Identity Construction among Multilingual Minorities: A Quantitative Sociolinguistic Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefanie%20Siebenh%C3%BCtter">Stefanie Siebenhütter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to reveal criterions involved in the process of identity-forming among multilingual minority language speakers in Northeastern Thailand and in the capital Bangkok. Using sociolinguistic interviews and questionnaires, it is asked which factors are important for speakers and how they define their identity by their interactions socially as well as linguistically. One key question to answer is how sociolinguistic factors may force or diminish the process of forming social identity of multilingual minority speakers. However, the motivation for specific language use is rarely overt to the speaker’s themselves as well as to others. Therefore, identifying the intentions included in the process of identity construction is to approach by scrutinizing speaker’s behavior and attitudes. Combining methods used in sociolinguistics and social psychology allows uncovering the tools for identity construction that ethnic Kui uses to range themselves within a multilingual setting. By giving an overview of minority speaker’s language use in context of the specific border near multilingual situation and asking how speakers construe identity within this spatial context, the results exhibit some of the subtle and mostly unconscious criterions involved in the ongoing process of identity construction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20identity" title="social identity">social identity</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20language" title=" minority language"> minority language</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title=" social networks"> social networks</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20boundaries" title=" social boundaries"> social boundaries</a> </p> <a href="https://publications.waset.org/abstracts/114208/multiple-identity-construction-among-multilingual-minorities-a-quantitative-sociolinguistic-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114208.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">267</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17155</span> Language and Empire: A Post-Colonial Examination of Othering and Identity in Babel: An Arcane History</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Essam%20Hegazy">Essam Hegazy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English has solidified its role as the global lingua franca, largely due to British colonial expansion. This research investigates the use of English as a tool for Empire-building and the subjugation of colonized peoples and their languages. The objective is to examine how linguistic Anglo-hegemony contributes to the construction of otherness and identity formation, and how these processes are depicted in R.F. Kuang's novel Babel: An Arcane History. Using a post-colonial theoretical framework, this study employs textual analysis to explore the novel's portrayal of characters' conflicting loyalties to their native cultures and the British Empire. Key methods include identifying themes of linguistic dominance, othering, and identity conflict through close reading and annotation. The analysis is contextualized with historical and cultural perspectives to understand the broader implications of these themes. The findings reveal that linguistic hegemony is a central mechanism of colonial power, deeply affecting the characters' sense of identity and belonging. The study uncovers how the imposition of English creates internalized conflicts and reinforces social hierarchies. This research highlights the need to challenge hegemonic structures to preserve authentic identities and promote cultural diversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20hegemony" title="linguistic hegemony">linguistic hegemony</a>, <a href="https://publications.waset.org/abstracts/search?q=otherness" title=" otherness"> otherness</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20formation" title=" identity formation"> identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=colonialism" title=" colonialism"> colonialism</a>, <a href="https://publications.waset.org/abstracts/search?q=imperialism" title=" imperialism"> imperialism</a> </p> <a href="https://publications.waset.org/abstracts/189152/language-and-empire-a-post-colonial-examination-of-othering-and-identity-in-babel-an-arcane-history" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189152.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17154</span> Analyzing the Perception of Identity in Bilingual Communities: Case Study of Eritrean Immigrants in Switzerland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Warsa%20Melles">Warsa Melles</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the way second-generation Eritrean immigrants living in the French-speaking part of Switzerland behave linguistically and culturally. The aim of this research is to demonstrate how the participants deal with their bilingualism (Tigrinya and French). More precisely, how does their language use correlates with their socio-cultural attitudes and how do these aspects (re)construct their identity? Data for this research was collected via, questionnaires and semi-structured interviews. Participants were asked to answer questions regarding their linguistic habits, their perception on being bilingual and their cultural identity. The major findings demonstrate that generation 2 relates more with the host country’s language since French is used as the main language in their daily interactions. On the other hand, due to the fact that they have never lived in Eritrea yet were raised by Eritrean born parents in a foreign country, it is more difficult for them to unanimously identify with just one culture. In that sense, intergenerational transmission plays a major role in the perception of identity. All the participants have at least a basic knowledge of Tigrinya, but the use of languages varies according to the purpose. Proficiency in the native language and sense of belonging can be correlated with the frequency of visits to Eritrea. In conclusion, the question of identity in the second-generation Eritrean community cannot be given a categorical and clear-cut answer instead, the new-self image that this social group aims to build is shaped by different factors that are essential to take into consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biculturalism" title="biculturalism">biculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=migration" title=" migration"> migration</a> </p> <a href="https://publications.waset.org/abstracts/86686/analyzing-the-perception-of-identity-in-bilingual-communities-case-study-of-eritrean-immigrants-in-switzerland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86686.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17153</span> Neo-Filipino: A Study on the Impact of Internet and Mobile Technology on the Identity Formation of Selected Filipino Third Culture Kids (TCKs)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erika%20Mae%20L.%20Valencia">Erika Mae L. Valencia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Third Culture Kids (TCKs) are children who experienced a cross-cultural upbringing – being raised and lived outside their parents’ culture. As a result, TCKs experience the difficulty of building and attaining a concrete cultural identity. However, in the context of globalization and the emergence of ICTs, the internet, and mobile technology creates better ways of constructing cultural identities. This study investigates the social and cultural impacts of the internet and mobile technology on the multi-cultural identity development among selected Filipino TCKs. Moreover, this research seeks to understand how the Filipino TCKs form their identity and address their complex issue of belonging with the use of different internet platforms and mobile technology. To explore the lived experiences of Filipino TCKs, this research employs a transcendental phenomenological design. Also, this study uses purposive and snowball sampling and conduct in-depth interviews through Skype, phone call, or face-to-face. This study utilizes Pierre Bourdieu’s social capital as a theoretical lens to gain understanding of the TCKs’ identity formation process in relation to the said ICTs. This research argues that the internet and mobile technology play a significant role in facilitating multi-cultural identity formation of Filipino TCKs, as well as potentially broadening their social network through its various technological platforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20culture%20kids" title=" third culture kids"> third culture kids</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technology" title=" mobile technology"> mobile technology</a> </p> <a href="https://publications.waset.org/abstracts/48796/neo-filipino-a-study-on-the-impact-of-internet-and-mobile-technology-on-the-identity-formation-of-selected-filipino-third-culture-kids-tcks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48796.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17152</span> Investigating University Language Teacher’s Perception of Their Identities in the Algerian Multilingual Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yousra%20Drissi">Yousra Drissi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores language teacher identity in a multilingual context where both teachers and students come from different linguistic backgrounds. It seeks to understand how teachers perceive themselves as language teachers in this context in relation to different influencing factors, both internal and external. This study is being conducted due to the importance of language teacher identity (LTI) in the university context, which is being neglected in the present literature (in an attempt to address the gap in the present literature). The broader aim of this study is to bring attention to language teacher identity along with the different influencing elements which can either promote or hinder its development. In this research, we are using the sociocultural theory and post-structural theory. This research uses the mixed methods approach to collect and analyse relevant data. A structured survey was distributed to language teachers from different universities around Algeria, followed by in-depth interviews. Results are supposed to show the different points in self-perception that these teachers share or differ in. they will also help us identify the different internal and external factors that can be of influence. However, the results of this research can be used by institutions as well as decision-makers to better understand university teachers and help them improve their teaching practices by empowering their language teacher identity, starting from teacher education programs to continuous teacher development programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20identity" title=" language teacher identity"> language teacher identity</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20teacher" title=" university teacher"> university teacher</a> </p> <a href="https://publications.waset.org/abstracts/159056/investigating-university-language-teachers-perception-of-their-identities-in-the-algerian-multilingual-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17151</span> A Comparative Study on the Identity Formation among Pre-Teens Exposed to the Different Types of Parental Regulation on Social Media Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehnyne%20Lalaine%20Bautista">Jehnyne Lalaine Bautista</a>, <a href="https://publications.waset.org/abstracts/search?q=Marquise%20Baldemor"> Marquise Baldemor</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciara%20Mendoza"> Ciara Mendoza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is an attempt to investigate the extent to which pre-teens engage in social media, the effects of social media use on the different facets of their identity development such as physical, social, cognitive, aspirations, and personality, as well as the effects of parental regulation on their identity formation. Twelve Filipino children, ages from 9-12 years old and are either regulated, semi-regulated, or unregulated on social media use, participated in this study along with their parent or guardian. The data were gathered through in-depth interviews with the participants and were analyzed through the use of thematic analysis. Results show that despite accessing similar social media applications, the effects of these on children from different types of parental regulation vary since they have different levels of exposure to social media content. Those who have parents with high parental regulation on the use of social media tend to perform better in school, to find time for extracurricular activities, and to develop positive identity formation. The results of this study suggest that parental regulation on social media use has the positive influence on the identity development of children while there are dangers to unregulated use of social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity%20formation" title="identity formation">identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20regulation" title=" parental regulation"> parental regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-teens" title=" pre-teens"> pre-teens</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/88814/a-comparative-study-on-the-identity-formation-among-pre-teens-exposed-to-the-different-types-of-parental-regulation-on-social-media-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17150</span> Formation of Blends in Hausa Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Maimota%20Shehu">Maryam Maimota Shehu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Words are the basic building blocks of a language. In everyday usage of a language, words are used, and new words are formed and reformed to contain and accommodate all entities, phenomena, qualities and every aspect of the entire life. Despite the fact that many studies have been conducted on morphological processes in The Hausa language. Most of the works concentrated on borrowing, affixation, reduplication and derivation, but blending has been neglected to the extent that some of the Hausa linguists claim that, blending does not exist in the language. Therefore, the current study investigates and examines blending as one of the word formation processes' in the language. The study focuses its main attention on blending as a word-formation process and how this process is used adequately in the formation of words in The Hausa language. To achieve the aims, the research answered these questions: 1) is blending used as a process of word formation in Hausa? 2) What are the words formed using this process? This study utilizes the Natural Morphology Theory proposed by Dressler, (1985) which was adopted by Belly (2007). The data of this study have been collected from newspaper articles, novels, and written literature of Hausa language. Based on the findings, this study found out that, there exist new kind of words formed in The Hausa language under blending, which previous findings did not either reveal or explain in detail. Another part of the finding shows that some of the words change their grammatical classes and meaning while blended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=morphology" title="morphology">morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20formation" title=" word formation"> word formation</a>, <a href="https://publications.waset.org/abstracts/search?q=blending%20in%20hausa%20language" title=" blending in hausa language"> blending in hausa language</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a> </p> <a href="https://publications.waset.org/abstracts/22333/formation-of-blends-in-hausa-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17149</span> Examining the Functional and Practical Aspects of Iranian Painting as a Visual-Identity Language in Iranian Graphics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arezoo%20Seifollahi">Arezoo Seifollahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the topics that is receiving a lot of attention in artistic circles and among Iran today and has been the subject of many conversations is the issue of Iranian graphics. In this research, the functional and practical aspects of Iranian painting as a visual-identity language in Iranian graphics have been investigated by relying on Iranian cultural and social posters in order to gain an understanding of the trend of contemporary graphic art in Iran and to help us reach the identity of graphics. In order to arrive at Iranian graphics, first, the issue of identity and what it is has been examined, and then this category has been addressed in Iran and throughout the history of this country in order to reveal the characteristics of the identity that has come to us today under the name of Iranian identity cognition. In the following, the search for Iranian identity in the art of this land, especially the art of painting, and then the art of contemporary painting and the search for identity in it have been discussed. After that, Iranian identity has been investigated in Iranian graphics. To understand Iranian graphics, after a brief description of its contemporary history, this art is examined at the considered time point. By using the inductive method of examining the posters of each course and taking into account the related cultural and social conditions, we tried to get a general and comprehensive understanding of the graphic features of each course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iranian%20painting" title="Iranian painting">Iranian painting</a>, <a href="https://publications.waset.org/abstracts/search?q=graphic%20visual%20language" title=" graphic visual language"> graphic visual language</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20identity" title=" Iranian identity"> Iranian identity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cultural%20poster" title=" social cultural poster"> social cultural poster</a> </p> <a href="https://publications.waset.org/abstracts/185508/examining-the-functional-and-practical-aspects-of-iranian-painting-as-a-visual-identity-language-in-iranian-graphics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185508.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17148</span> Ideology versus Faith in the Collective Political Identity Formation: An Analysis of the Thoughts of Iqbal and Jinnah-The Founding Fathers of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Sajjad-ur-Rehman">Muhammad Sajjad-ur-Rehman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pakistan was meant to be a progressive modern Muslim nation state since its inception in 1947. Its birth was a big hope for the Muslims of Sub-continent to transform their societies on Islamic lines—the promise which made them unite and vote for Pakistan during independence movement. This was the vision put forwarded by Allama Iqbal and Muhammad Ali Jinnah—the two founding fathers of Pakistan. Dwelling on interpretive/ analytical approach, this paper analyzes the thoughts and reflections of Iqbal and Jinnah to understand the issues of collective identity formation in Pakistan. It argues that there may be traced two distinct identity models in the thoughts and reflections of these two leading figures of Pakistan movement: First may be called as ‘faith-based identity model’ while the other may be named as ‘interests-based identity model’. These can also be entitled as ‘Islam-as-faith model’ and ‘Islam-as-ideology model’. Former seeks the diffusion of power by cultural/ faith based means and thus society remains independent in determining its change. While the later goes on to open and expand the power realm by maximizing the role of state in determining the social change. With the help of these models, it can better be explained that what made Pakistani society fail in the collective political identity construction, hindering thus the political potential of the society to be utilized for initiating state formation and societal growth. As a result, today, we see a state that is often rebelled and resisted on the name of ethnicity, religion and sectarianism on one hand and by the ordinary folk when and wherever possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=idealogy" title="idealogy">idealogy</a>, <a href="https://publications.waset.org/abstracts/search?q=Iqbal" title=" Iqbal"> Iqbal</a>, <a href="https://publications.waset.org/abstracts/search?q=Jinnah" title=" Jinnah"> Jinnah</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/194147/ideology-versus-faith-in-the-collective-political-identity-formation-an-analysis-of-the-thoughts-of-iqbal-and-jinnah-the-founding-fathers-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194147.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17147</span> Language Teachers as Materials Developers in China: A Multimethod Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiao%20Li">Jiao Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language teachers have been expected to play diversified new roles in times of educational changes. Considering the critical role that materials play in teaching and learning, language teachers have been increasingly involved in developing materials. Using identity as an analytic lens, this study aims to explore language teachers’ experiences as materials developers in China, focusing on the challenges they face and responses to them. It will adopt a multimethod approach. At the first stage, about 12 language teachers who have developed or are developing materials will be interviewed to have a broad view of their experiences. At the second stage, three language teachers who are developing materials will be studied by collecting interview data, policy documents, and data obtained from online observation of their group meetings so as to gain a deeper understanding of their experiences in materials development. It is expected that this study would have implications for teacher development, materials development, and curriculum development as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20changes" title="educational changes">educational changes</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20identity" title=" teacher identity"> teacher identity</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20learning" title=" teacher learning"> teacher learning</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20development" title=" materials development"> materials development</a> </p> <a href="https://publications.waset.org/abstracts/125771/language-teachers-as-materials-developers-in-china-a-multimethod-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125771.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17146</span> Language Use in Computer-Mediated Communication and Users’ Social Identity </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miramar%20Damanhouri">Miramar Damanhouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the relationship between language use in computer-mediated communication and the social identity of the user. The data were collected by surveying 298 Saudi bilingual speakers who are familiar with Arabizi, a blend of Latin characters and Arabic numerals to transliterate Arabic sounds, and then analyzed quantitatively by running tests for statistical confidence in order to determine differences in perceptions between young adults (ages 15-25 years) and middle-aged adults (ages 26-50 years). According to the findings of this study, English is the dominant language among most of the young adults surveyed, and when they do use Arabic, they use Arabizi because of its flexibility, compatibility with modern technology, and its acceptance among people of their age and sociocultural backgrounds. On the other hand, most middle-aged adults surveyed here tend to use Arabic, as they believe that they should show their loyalty to their origin. The results of the study demonstrate a mutual relationship between language use in computer-mediated communication and the user’s social identity, as language is used both to reflect and construct that identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabizi" title="Arabizi">Arabizi</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20mediated%20communication" title=" computer mediated communication"> computer mediated communication</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20communication" title=" digital communication"> digital communication</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20use" title=" language use"> language use</a> </p> <a href="https://publications.waset.org/abstracts/98125/language-use-in-computer-mediated-communication-and-users-social-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17145</span> Africatown Ancestors’ Discourse Analysis: Unveiling Narratives of Identity Heritage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maxime%20Vignon">Maxime Vignon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study delves into the discourse surrounding Africatown ancestors’ will, through a rigorous discourse analysis, to reveal the intricate narratives shaping heritage and identity within this unique community. Situated near Mobile, Alabama, Africatown traces its origins to the Clotilda, the last known slave ship to bring captives from Africa to the United States. Through a meticulous examination of Africatown ancestors posthumous will, this analysis aims to uncover the spiritual linguistic nuances which will contribute to the preservation of Africatown's ancestral heritage and the construction of individual self and collective empowerment. This research will be grounded in Michel Foucault discourse. In its attempt to analyze the four core elements of discourse, this study explores the role of rituals and spiritual discourses within the will of Africatown ancestors. Additionally, it delves into the descendants’ public appearance scrutinizing the use of ancestral names and identities. Ultimately, this discourse analysis contributes to a nuanced understanding of how language and narrative from the ancestors would shape unity, a valuable insight into the complexities of identity formation and the enduring impact of the transatlantic slave trade on this resilient community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=transatlantic%20slave%20trade" title=" transatlantic slave trade"> transatlantic slave trade</a> </p> <a href="https://publications.waset.org/abstracts/182755/africatown-ancestors-discourse-analysis-unveiling-narratives-of-identity-heritage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17144</span> Exploring the Formation of High School Students’ Science Identity: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitong.%20Chen">Sitong. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Bing%20Wei"> Bing Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a sociocultural concept, identity has increasingly gained attention in educational research, and the notion of students’ science identity has been widely discussed in the field of science education. Science identity was proved to be a key indicator of students’ learning engagement, persistence, and career intentions in science-related and STEM fields. Thus, a great deal of educational effort has been made to promote students’ science identity in former studies. However, most of this research was focused on students’ identity development during undergraduate and graduate periods, except for a few studies exploring high school students’ identity formation. High school has been argued as a crucial period for promoting science identity. This study applied a qualitative method to explore how high school students have come to form their science identities in previous learning and living experiences. Semi-structured interviews were conducted with 8 newly enrolled undergraduate students majoring in science-related fields. As suggested by the narrative data from interviews, students’ formation of science identities was driven by their five interrelated experiences: growing self-recognition as a science person, achieving success in learning science, getting recognized by influential others, being interested in science subjects, and informal science experiences in various contexts. Specifically, students’ success and achievement in science learning could facilitate their interest in science subjects and others’ recognition. And their informal experiences could enhance their interest and performance in formal science learning. Furthermore, students’ success and interest in science, as well as recognition from others together, contribute to their self-recognition. Based on the results of this study, some practical implications were provided for science teachers and researchers in enhancing high school students’ science identities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students" title="high school students">high school students</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20formation" title=" identity formation"> identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=living%20experiences" title=" living experiences"> living experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20identity" title=" science identity"> science identity</a> </p> <a href="https://publications.waset.org/abstracts/182763/exploring-the-formation-of-high-school-students-science-identity-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17143</span> Formation of Clipped Forms in Hausa Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Maimota%20Shehu">Maryam Maimota Shehu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Words are the basic building blocks of a language. In everyday usage of a language, words are used, and new words are formed and reformed in order to contain and accommodate all entities, phenomena, qualities and every aspect of the entire life. Despite the fact that many studies have been conducted on morphological processes in Hausa language. Most of the works concentrated on borrowing, affixation, reduplication and derivation, but clipping has been neglected to the extent that only a few scholars sited some examples in the language. Therefore, the current study investigates and examines clipping as one of the word formation processes fully found in the language. The study focuses its main attention on clipping as a word-formation process and how this process is used adequately in the formation of words and their occurrence in Hausa sentences. In order to achieve the aims, the research answered these questions: 1) is clipping used as process of word formation in Hausa? 2) What are the words formed using this process? This study utilizes the Natural Morphology Theory proposed by Dressler, (1985) which was adopted by belly (2007). The data of this study have been collected from newspaper articles, novels, and written literature of Hausa language. Based on the findings, this study found out that, there exist many kinds of words formed in Hausa language using clipping in sentence and discuss, which previous findings did not either reveals, or explain in detail. Other part of the finding shows that clipping in Hausa language occurs on nouns, verbs, adjectives, reduplicated words and compounds while retains their meanings and grammatical classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clipping" title="clipping">clipping</a>, <a href="https://publications.waset.org/abstracts/search?q=Hausa%20language" title=" Hausa language"> Hausa language</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20formation%20processes" title=" word formation processes"> word formation processes</a> </p> <a href="https://publications.waset.org/abstracts/23079/formation-of-clipped-forms-in-hausa-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17142</span> Who Am I at Work: Work Identity Formation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20Belle-Hallsworth">Carol Belle-Hallsworth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human interaction at work evolves over time and, with it, work identity. The social identity is built upon the development of its underpinning and preceding stages. Work identity can be viewed in the same way and will shift based on changes in the work environment and challenges to the work identity (threats to the four stages). This paper provides an analysis of how the stages of trust, autonomy, industry and initiative are related to the employee identity at work. Describing how they are related to each other and the development of identity. It has become common to notice changes in employee behavior during and after major operational changes in an organization. Previous studies suggest that there are emotional triggers that result in the new behaviors displayed. This study seeks to test a theoretical model by testing the relationship between the first four Erikson stages as constructs. A randomized sample of participants undertook a self-administered survey to capture information on trust, autonomy, initiative, and industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=work%20identity" title="work identity">work identity</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20management" title=" change management"> change management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20management" title=" organizational management"> organizational management</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20implementation" title=" technology implementation"> technology implementation</a> </p> <a href="https://publications.waset.org/abstracts/180165/who-am-i-at-work-work-identity-formation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17141</span> Regional Identity Construction of Acehnese English Teachers in Professional Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ugahara%20Bin%20Mahyuddin%20Yunus">Ugahara Bin Mahyuddin Yunus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In English Language Teaching, it cannot be denied that the backgrounds of English teachers do affect the way they teach English to their students, which in turn will affect their students’ English learning itself. Thus, it is very important to understand who the English teachers are so that how they teach English to their students can be understood. One of their backgrounds that is essential to be highlighted is their culture. Certainly, they wittingly or not will bring the perspectives and values of their culture into their daily teaching practices. In other words, their cultural identities do shape how they teach their students. Cultural identities themselves actually consist of some elements, one of which is regional identity. Indeed, the culture of the region in which English teachers identify with has impact on their beliefs and actions during teaching. For this reason, this study aims to understand how the regional identity of English teachers influence the way they teach English to their students. This study is a qualitative study conducted in a multilingual and multicultural setting, namely Aceh, Indonesia. Here, four Acehnese English teachers were involved as the research participants. In addition, this study adopted poststructuralist perspective to identity as the theoretical framework. Three research instruments were used in this study, namely semi-structured interviews, classroom observation, and teacher journal. The data gained from these instruments were then analyzed by using thematic analysis. Obviously, the research about the regional identity of English teachers in English Language Teaching has been studied worldwide. However, little is still known about it in Indonesian context, let alone Indonesia itself is a super diverse country with 34 regions. As a result, this study presents a good opportunity to advance the knowledge of how the regional identity construction of English teachers in this setting is. The findings of the study revealed that their regional identity construction in teaching was highly influenced by their indigenous language and religious faith. Even, how they teach English in classroom, in fact, is related to these two things. The conclusion that can be drawn from this study is for these English teachers, in fact, their regional identity itself constitutes their use of local language and religious identity, which are considered by them as their core identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title="English language teaching">English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teachers" title=" English teachers"> English teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20identity" title=" regional identity"> regional identity</a> </p> <a href="https://publications.waset.org/abstracts/102280/regional-identity-construction-of-acehnese-english-teachers-in-professional-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102280.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17140</span> Effects of Word Formation Dissimilarities on Youruba Learners of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pelumi%20Olowofoyeku">Pelumi Olowofoyeku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a language has great reach and influence; it is taught all over the world. For instance, in Nigeria, English language is been taught and learned as a second language; therefore second learners of English in Nigeria have certain problems they contend with. Because of the dissimilarities in word formation patterns of English and Yoruba languages, Yoruba learners of English mostly found in the south west of Nigeria, and some parts of Kwara, Kogi, and Edo states of Nigeria have problems with word formation patterns in English. The objectives of this paper therefore, are: to identify the levels of word formation dissimilarities in English and Yoruba languages and to examine the effects of these dissimilarities on the Yoruba learners of English. The data for this paper were graded words purposely selected and presented to selected students of Adeniran Ogunsanya College of Education, Oto-Ijanikin, Lagos, who are Yoruba learners of English. These respondents were randomly selected to form words which are purposively selected to test the effects of word formation dissimilarities between Yoruba (the respondent’s first language) and English language on the respondents. The dissimilarities are examined using contrastive analysis tools. This paper reveals that there are differences in the word formation patterns of Yoruba and English languages. The writer believes that there is need for language teachers to undertake comparative studies of the two languages involved for methodological reasons. The author then suggests that teachers should identify the problem areas and systematically teach their students. The paper concludes that although English and Yoruba word formation patterns differ very significantly in many respects, there exist language universals in all languages which language educators should take advantage of in teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=word%20formation%20patterns" title="word formation patterns">word formation patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=graded%20words" title=" graded words"> graded words</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba%20learners" title=" Yoruba learners"> Yoruba learners</a> </p> <a href="https://publications.waset.org/abstracts/34953/effects-of-word-formation-dissimilarities-on-youruba-learners-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">499</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17139</span> Processes of Identities Formation and Transformation among Professional Skilled Mexican Migrants in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Laura%20Vazquez%20Maggio">M. Laura Vazquez Maggio</a>, <a href="https://publications.waset.org/abstracts/search?q=Lilia%20Dominguez%20Villalobos"> Lilia Dominguez Villalobos</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Luka%20Frey"> Jan Luka Frey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper contributes to the understanding of the dynamic and the relational nature of identities formation among skilled middle-class migrants. Following the idea that identities are never singular, multifaceted and have a necessarily processual character, the authors specifically analyze three dimensions of the identity of qualified Mexican migrants in the US and the interplay between them. Drawing on semi-structured interviews with skilled Mexican middle-class migrants in the US, the paper explores how skilled Mexican migrants preserve their ethno-national identity (their ‘Mexicanness’) in reaction to a hostile socio-political reception context in the US. It further shows how these migrants recreate their class identity and show tendencies to distance themselves from what they perceive as lower-class Mexican migrants and the dominant popular Mexican and Latin-American cultural expressions. In a final step, it examines how the lived experience of migration itself impacts the migrants’ identities, their concept of self and feelings/modes of being and belonging. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethno-national%20identity" title="ethno-national identity">ethno-national identity</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20class%20identity" title=" middle class identity"> middle class identity</a>, <a href="https://publications.waset.org/abstracts/search?q=middle-class%20migration" title=" middle-class migration"> middle-class migration</a>, <a href="https://publications.waset.org/abstracts/search?q=migrants%E2%80%99%20identity" title=" migrants’ identity"> migrants’ identity</a>, <a href="https://publications.waset.org/abstracts/search?q=skilled%20migration" title=" skilled migration"> skilled migration</a> </p> <a href="https://publications.waset.org/abstracts/123405/processes-of-identities-formation-and-transformation-among-professional-skilled-mexican-migrants-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17138</span> Anti-Intellectualism in Populist Discourse and Its Role in Identity Construction: A Comparative Study between the United States of America and France</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iuliana-Erika%20K%C3%B6peczi">Iuliana-Erika Köpeczi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ‘Language is no longer regarded as peripheral to our grasp of the world we live in, but as central to it. Words are not mere vocal labels or communicational adjuncts superimposed upon an already given order of things. They are collective products of social interaction, essential instruments through which human beings constitute and articulate their world’, said Roy Harris. If we were to accept the above-mentioned premise, then we surely must accept that discourse, generally, - and political discourse, specifically -, bears a crucial importance to one’s perception of reality. The way in which political rhetoric constructs reality changes the relationship between the voter and his/her view of the world, which, in turn, influences greatly the future trends of political participation. In this context, our inquiry focuses on the role of populist discourses in the post 9/11 political rhetoric, and how this led to the formation, construction and reconstruction of identity within the ‘us’ vs. ‘them’ dichotomy. It is our hypothesis that anti-intellectualistic elements played a significant role in the manner in which identity construction had been carried out on a discursive level. By adopting a comparative approach, we intend to identify the similarities and differences between the use of such anti-intellectualist elements in the United States of America on one hand – within the discourse of Rick Santorum, – and France on the other – with Marine le Pen’s discourse. Our methodological approach uses close textual analysis of primary source material (discourse analysis); historical contextualization of both primary documents and broader socio-political and cultural framework through archival research and secondary sources; as well as interpretation of primary texts through theoretical frameworks (qualitative research). We hope that the output of our endeavor will be useful in better understanding the different correlations that exist between anti-intellectualism and populism and how the interactions between these two elements aids in political identity construction through discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-intellectualism" title="anti-intellectualism">anti-intellectualism</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20theory" title=" discourse theory"> discourse theory</a>, <a href="https://publications.waset.org/abstracts/search?q=France" title=" France"> France</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=populism" title=" populism"> populism</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States%20of%20America" title=" United States of America"> United States of America</a> </p> <a href="https://publications.waset.org/abstracts/44015/anti-intellectualism-in-populist-discourse-and-its-role-in-identity-construction-a-comparative-study-between-the-united-states-of-america-and-france" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44015.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17137</span> Issues in the Learning and Construction of a National Music Identity in Multiracial Malaysia: Diversity, Complexity, and Contingency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loo%20Fung%20Ying">Loo Fung Ying</a>, <a href="https://publications.waset.org/abstracts/search?q=Loo%20Fung%20Chiat"> Loo Fung Chiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The formation of a musical identity that shapes the nation in this multiracial country reveals many complexities, conundrums, and contingencies. Creativity and identity formation at the level of an individual or a collective group further diversified musical expression, representation, and style, which has led to an absence of regularities. In addition, ‘contemporizing accretion,’ borrowing a term used by Schnelle in theology (2009), further complicates musical identity, authenticity, conception, and realization. Thus, in this paper, we attempt to define the issues surrounding the teaching and learning of the multiracial Malaysian national music identity. We also discuss unnecessary power hierarchies, interracial conflicts, and sentiments in the construct of a multiracial national music identity by referring to genetic origins, the evolution of music, and the neglected issues of representation and reception at a global level from a diachronic perspective. Lastly, by synthesizing Ladson-Billings, Gay, Kruger, and West-Burns’s culturally relevant/responsive pedagogical theories, we discuss possible analytic tools for consideration that are more multiculturally relevant and responsive for the teaching, learning, and construction of a multiracial Malaysian national music identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title="Malaysia">Malaysia</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=multiracial" title=" multiracial"> multiracial</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20music%20identity" title=" national music identity"> national music identity</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20relevant%2Fresponsive%20pedagogy" title=" culturally relevant/responsive pedagogy"> culturally relevant/responsive pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/160835/issues-in-the-learning-and-construction-of-a-national-music-identity-in-multiracial-malaysia-diversity-complexity-and-contingency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%27s%20role%20in%20identity%20formation&page=2">2</a></li> <li class="page-item"><a class="page-link" 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