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The focus of the article is on the questions and issues that have arisen in research on communication in second language contexts, as well as possibilities of addressing them that open up when one moves to the understanding of scientific inquiry as “a form of anti-disciplinary or transgressive knowledge, as a way of thinking and doing that is always problematizing” (Pennycook 2007: 37). The article aims to point to some issues in research on communication in a FL classroom where a transdisciplinary approach might prove useful or even necessary to address them. An expanded analysis of a classroom discussion carried out within Hymes’ model that includes different modes and forms of communication as well as aspects of on-goingly changing contexts should illustrate the benefits of applying a transdisciplinary approach in research on communication in a second language classroom.

This article aims to discuss the problem of a relationship between reflection and identification in the community of EFL teaching practitioners. The basic tenet is that reflection enables individuals to construct and supply reification to community knowledge, which, in turn, allows for their identification as legitimate members of the community. Identity is neither static nor pre-given. It is built as one moves through life and changes according to one’s environmental needs, one’s interests and interactions. To expound and exemplify these tenets, two samples of conversations in a community of language teaching practitioners are analyzed. The analysis aspires to reveal a dialectic relationship between the processes of reflection and identification.

W ponowoczesności ciało człowieka nie jest prywatną domeną jednostki, ale obszarem działania i produktem hegemonicznego dyskursu kulturowego. Wygląd ciała kobiety z zespołem Turnera może znacząco odbiegać od narzuconego ideału, ponieważ głównym jego symptomem jest niskorosłość. W wyniku suplementacji hormonem wzrostu (GH), może ono osiągnąć średni wzrost w danej wspólnocie. W Polsce terapia GH jest dostępna od roku 2000, co oznacza, że kobiety urodzone przed rokiem 1980 jej nie otrzymały, a więc ich wzrost znacząco odbiega od średniego w polskim społeczeństwie. W przeprowadzonym badaniu jakościowym, wypowiedzi kobiet z ZT zebrane w wywiadzie pogłębionym, zostały poddane krytycznej analizie dyskursu, która miała wykazać jak zmienia się pozycja społeczna kobiet wraz ze zmianą wzrostu ciała. Z badania wynika, że ciało kobiet, które nie były leczone hormonem, jest kategoryzowane jako nienormatywne i jest napiętnowane społecznie, natomiast ciało tych, które przeszły terapię wpisuje się w społeczno-kulturowy schemat cielesności, co przekłada się na ich dobrostan psycho-społeczny. Oczekiwania społeczne odzwierciedlone są w postrzeganiu własnego ciała przez kobiety z ZT i ich działaniach dopasowujących do normy społecznej.

The study aims to uncover and explore the social identities of women suffering from a genetic disorder called Turner syndrome (TS), and whose main symptoms are a short stature and gonadal dysgenesis. Such a genetically-determined physical appearance is argued to influence the positioning of TS women in the web of social relationships and identities. This linguistic analysis of narratives delivered by Polish women with TS in semi-structured interviews aims to explicate the extent to which they are actors or recipients in creating their own identities. The analysis draws on the assumptions of the ‘small story’ paradigm developed by Michael Bamberg (1997, 2005) who claims that in interaction, narrative is not only used to convey meaning, but also to construct the identities of the interlocutors. Thus, narrative is treated in a functional way, in which its formal structure and content are integrally associated with its use and any deviations are relativized as a consequence of a user’s deliberate activity.

The article focuses on the category of identity and aims to compare and contrast in a cursory manner two major approaches to the issue, namely the one that views identity as a product of the rational mind and the other that expands it to embrace the socio-cultural and interactional milieu. The former sees identity as a category that is constructed as any other object category. The latter posits to move identity to exteriority where it is not only embodied but also negotiated and performed. By drawing on works from the two traditions, the article aims to provide a clearer picture of how the views on the identity construct have changed and developed, by which a conceptually clearer and richer understanding of the issue could have been achieved.

This study aimed to examine if a stereotype of a target culture constructed in a home culture can change as a result of education and the target language learning as claimed by Lippmann (Public opinion. Harcourt Brace and Co., New York, 1922/1965). Participants included 67 students of Italian Philology, in the first and third year of undergraduate and second year of graduate studies of a university in Poland. Results indicated that the stereotype of Italians changed over the course of degree. The first year undergraduates reasoned mainly with the stereotype and the graduates fell for the more objective, reality-grounded knowledge. We discuss these results in terms of the classic view that stereotypes are fixed, exaggerated, oversimplified and resistant to change representations of groups of people.

Contents: Janusz Badio/Kamila Ciepiela: Theoretical Perspectives on Interaction as a Cognitive and Social Phenomenon - Janusz Badio: Quantitative and Qualitative Aspects of Events in Polish-native and English-foreign Verbalizations of a Video Narrative Sequence - Myriam Boulin: Motion in Interaction: a Contrastive Study of French, English and Chinese - Krzysztof Kosecki: Metonymy as a Form of Expressing Identity in Phonic and Signed Languages - Lidia Khesed: Impolite Gesture in Russian Language: Definition, Typology and Cultural Specifications - Paulina Bialy: Sociolinguistic Contexts of Using Diminutives in Polish - Agnieszka Stepkowska: Identity and Language Ideologies: the Swiss Case - Ewa Glapka: Do Girls Just Want to Have Fun? Identities of Teenage Media Consumers in Talk - Kamila Ciepiela/Barbara Frankowska: Performance of Identities in the Queen of England's Public Speeches.

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00.

This book features critical and interpretive, linguistic perspective on foreign language teaching and learning in the 21st century Poland. By juxtaposing two conceptions of identity: essentialist and poststructuralist, the author attempts to present the problem of an EFL teacher identity construction and performance. Language is key to the study, both as a methodology for making more evident how identity operates through discourses and also as the object being studied. The author brings together these two dimensions of language with attention to both the specifics of participants' words and to the wider frames of discourse. The two conceptions of identity are discussed on the basis of the research conducted in one community of practice, i.e. Polish teachers of English. The results of the study lead to the conclusion that an EFL teacher identity should be recognized as an individual self-concept that is (re)fashioned every time individuals engage in interactions with varied milieus. Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00.

This study focuses on how adolescent females use discursive tools in order to get things done in talk. The focus of the analysis falls on situated narratives that speakers adapt in the context of wanting to simultaneously affiliate with, resist, and refine their identity. The claim made in this study is that the telling of small stories in a conversation does not only provide the connective tissue for the projection of identity but also binds interactants together. Also it will be argued that the stories coalesce in the course of their tellings with links to previous, present and future interactions, as well as to other tellings. Finally, the discussion will look into the implications of narratives-in-interaction for identity research. It will be argued that the telling of situated narratives is a privileged communication mode for the construction of discursive identities, provided tellers use them proficiently and skillfully. The conversations selected for the analysis are a part of longer interaction between three girls in early adolescence. The conversations, in Polish, were audio recorded, transcribed and subsequently translated into English.

Contents: Kamila Ciepiela: From language as an identity marker to language as a toolkit for identity performance - Costanza Cucchi: Language and national identity. Applications of Hofstede's cultural dimensions - Magdalena Jurewicz: European identity as an answer to the problem of the national identity of the interpreter - Nese Kaya/Didar Akar: Ambivalent belongings: Constructing identities in immigrant discourse - Aniela Korzeniowska: The complexity of identity and a sense of belonging as revealed through 'English, a Scottish essay' by Douglas Dunn - Barbara Loester: Scotland and Bavaria: Regional affiliation and linguistic identity in 'peripheral' communities - Laura Mahalingappa: Identity construction in context: Lexical variation following the Turkish language reform - Agnieszka Miksza: 'Tridentity' of Elisabeth Gilbert in Eat, pray, love: One woman's search for everything across Italy, India and Indonesia (2006) - Bryan Meadows: 'Now here I am influent in Spanish': Negotiating monolingual Hispanic identities at the bilingual US/Mexico border - Jacqueline Peters: Be(com)ing Jamaican: (Re)-constructing an ethno-cultural identity - Davi S. Reis: English as an international language and linguistic legitimacy: Empowering ESL speakers' identities - Hanne Tange: Do university lecturers have linguistic rights? - Katharina Vajta: Construction of national identities in language textbooks - Argiris Archakis/Sofia Lampropoulou: "Just for fun mate": The construction of masculinity in Greek youth storytelling - Kamila Ciepiela: Small story telling in performance of teenage girl situated identities - Elizabeth R. Miller: Analyzing linguistic constructs and interactional performance in investigating emergent identities - Douglas Mark Ponton: What's in a (Brazilian shirt) name? Discursive issues involved in achieving membership of a community of radio listeners - Dorota Guzowska: The construction of parental identity in 17th century English autobiographies - Danuta Wisniewska: Whose identity? The role of self-mention in action research reports in the field of EFL pedagogy.

Because negotiating academic identity is an integral part of tertiary students’ learning process our purpose in this paper is to look at both ‘institutional possibilities for selfhood’, which offer participants opportunities to enrich their academic identities within the context-sensitive, instructional environment, as well as ‘institutional constraints on selfhood’, which draw attention to the ways in which possibilities for selfhood are institutionally limited. To achieve this objective we build on Clark and Ivanič’s conceptualization of writer’s voice seen as both ‘voice as form’ and ‘voice as content’ (Clark and Ivanič’s, 1997). These conceptualizations are represented by the concepts of ‘the discoursal self’, which refers to the social notion of voice and is constructed by a “writer’s affiliation to or unique selection among existing discourse conventions” (ibid.) and ‘the self as author’, which refers to “writers’ expression of their own ideas and beliefs” and reveals an individualistic, expressive and assertive voice (ibid.). Since cultural context is both reflected in and constituted by discourse we call for the development of ‘multivoiced classrooms’ (Dysthe, 1996) which overcome the constraints of a homogeneous, institutionalised discourse. Such an approach to culture in pedagogical contexts will foster the formation of a third space (Kramsch, 1998), a place in which the intercultural speaker (ibid.) is competent in negotiating and mediating discourse, but not necessarily with a native speaker’s competence.

International audience; Dominant theories of identity in the social sciences appear ill-equipped to take into account the fact that individuals may simultaneously refer to multiple identities in seeking to relate to/make sense of one another during interpersonal interactions. This chapter reviews the ways in which (i) Social Identity Theory, (ii) Identity Theory and (iii) Intersectionality can be applied to analysing such situations, the aspects foregrounded by each respective theoretical framework, and the perceived limits of each. It then argues the case for situating analyses on the level of ―identity traits‖ (behaviours attributable to a particular identity or identities), rather than of identities, in order to bypass a certain number of conceptual limitations and cast light upon the ways in which individuals may seek to privilege not only accountability (Garfinkel 1967) but also coherency between intersecting identities during an interpersonal encounter.