By Martin Parrott
A useful source aiding lecturers in any respect degrees of expertise to strengthen their realizing of English grammar. Grammar for English Language academics is designed to assist training and trainee academics to improve their wisdom of English grammar structures. It encourages academics to understand components that have an effect on grammatical offerings, and evaluates the 'rules of thumb' awarded to novices in direction fabrics. Consolidation workouts provide a chance for academics to check those ideas opposed to actual language use and to guage school room and reference fabrics.
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Extra info for Grammar for English Language Teachers
Example text
Accordingly, we may realise multiple identities within us. However, our identities do not exist separately or independently. Instead, they are ‘tied up with questions of how culture is used to mark out and maintain identity within and difference between groups’ (Hall, 1997a: 3). Similarly, they are contextualised and situated as Gee (1999) argues. We, consequently, need to understand peoples, things and events in their cultural contexts. That is why sharing ‘cultural codes’ or ‘conceptual maps’ is very important, since this enables us to avoid stereotyping others and their practices.
I have multiple relationships with English, from a very personal level to a family level, from a local level to a national level, and from a national level to an international level. One can also see that, whether in my parents’ time or in my time, our people choose to learn English and take control of it. We do not learn it just because it is the language of the powerful, but because we want to use it to strengthen and protect our proud, rich and old culture. We are not forced to learn it. We have the right over which language we choose to learn.
As a result, ‘identity is reinterpreted “as a politics rather than as an inheritance, as fluidity rather than fixity, as based on mobility rather than locality, and as the playing out of these oppositions across the world”’ (Ong & Nonini, 1997: 327, cited in Lin, 2002: 66). In this view, identity formation is interpreted as ‘ongoing processes of construction, negotiation, and transformation’ (p. 67). Identity thus, as these authors suggest, no longer operates independently from mobility. Instead, identity is ‘embedded by and constantly reworked through mobility’ (p.