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Proposes that classroom studies in the Teaching English as a Second or Other Language (TESOL) field tend to subscribe to either of the following two normative orders: Progressive liberalism or cultural relativism, without reflexively recognizing and meta-analyzing these normative frameworks and their social, historical, and political situatedness. (Author/VWL)

The article will attempt to demonstrate how qualitative research, specifically ethnography, constitutes an effective means of investigating identity construction, particularly as identity is manifested through language practices. This methodological approach, through its microsociological analysis, illuminates the complexity of the interaction between language practices and identity. Contrary to positivist research approaches which favor experimental and large-scale studies, ethographic research is grounded in people's own experiences and discourse on language practices and identity construction. In order to demonstrate the utility of ethnographic research in the study of language practices and identity construction, I will present an ethnographic study that I conducted between 1997 and 2000 with adolescents enrolled in French language high schools in Ontario. The study examined how the adolescents locate and position themselves in regards to their identity. The analysis looked particularly at the language practices among these adolescents in the following settings: the family, the school, with friends and at work. [ABSTRACT FROM AUTHOR]