28.332, Diss: Toward a Sociocognitive Approach to Professional Identity and Professionalization in Applied Linguistics

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LINGUIST List: Vol-28-332. Tue Jan 17 2017. ISSN: 1069 - 4875.

Subject: 28.332, Diss: Toward a Sociocognitive Approach to Professional Identity and Professionalization in Applied Linguistics

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Date: Tue, 17 Jan 2017 10:21:08
From: Joshua Paiz [jmp22 at nyu.edu]
Subject: Toward a Sociocognitive Approach to Professional Identity and Professionalization in Applied Linguistics

 
Institution: Purdue University 
Program: Second Language Studies Program 
Dissertation Status: Completed 
Degree Date: 2015 

Author: Joshua M Paiz

Dissertation Title: Toward a Sociocognitive Approach to Professional Identity
and Professionalization in Applied Linguistics 

Dissertation URL:  http://docs.lib.purdue.edu/dissertations/AAI3734499/

Linguistic Field(s): Applied Linguistics


Dissertation Director(s):
Margie Berns
Anthony J Silva
Felicia Roberts
Melinda Reichelt

Dissertation Abstract:

The professionalization of graduate students in applied linguistics and allied
disciplines can be viewed as the acquisition of an identity. To better
understand professional identity acquisition, this dissertation will begin by
outlining a sociocognitive theory of (professional) identity. This theory is
grounded in the work of Atkinson (2002, 2011b), and it seeks to address a
number of limitations with current disciplinary understandings of identity.
More specifically, it seeks to expand what is understood by the social context
and its impacts on identity performances (see Duff & Uchida, 1997); and, it
will further integrate the contributions of Cho (2004, 2009) regarding the
bi-directional nature of the acquisition of professional identities. Finally,
the sociocognitive approach to identity will seek to address the ways in which
written professional identity can be viewed as a form of identity off-loading
and distribution (see Hyland, 2012; Ivanic, 1998).

In order to test the proposed sociocognitive theory of identity, an
autoethnographic research project has served as a testbed for the theoretical
work addressed in the first half of this dissertation. This will begin by
grounding the current research endeavor in the autoethnographic tradition.
Then, an autoethnographic telling and sociocognitive interpretation of the
author's professional identity development over the course of his entry into
the discipline will
be presented. This will include an examination of the ways in which identity
performances can be off-loaded onto various aspects of one's ecosocial context
as well as the ways in which various online platforms (e.g., Facebook,
Academia.edu, ResearchGate, etc.) mediate identity performances. Data and
findings about the role of alignment in identity construction and enactment
will also be presented. By examining the alignment between the author and his
Major Professor, this study speaks to the ways that alignment can influence
foregrounded identity performance, as well as the performance of a written
professional identity.

In the conclusion, implications for graduate education and professional
development will be outlined. Also, provided will be a post-mortem of the
proposed theory's performance as an analytical tool and possible directions
for future identity research that utilizes this theoretical approach.




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