From age and gender to identity in technology-mediated language learning

Elisabeth (Hayes) Gee, Yoonhee N. Lee

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

While there has been considerable interest in age and gender issues in language learning, there are far fewer studies that explore these issues in the context of technology-mediated learning environments. In this chapter, we describe key theoretical perspectives on age and gender that inform research and practice, noting implications for the use of technologies in language learning. Scholarship on language learning more broadly suggests that the significance of age and gender is mediated by a number of other individual, situational, social and cultural factors. We argue that understanding how learner identities, including but not limited to age and gender, are constructed and enacted in particular contexts can be useful in designing and implementing technology-mediated language learning in education. The chapter concludes with questions and implications for research and practice, with an emphasis on understanding the role of learner identities in technology-mediated language learning from a holistic perspective.

Original languageEnglish (US)
Title of host publicationThe Routledge Handbook of Language Learning and Technology
PublisherTaylor and Francis
Pages160-172
Number of pages13
ISBN (Electronic)9781317329428
ISBN (Print)9780415837873
DOIs
StatePublished - Jan 1 2016

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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  • Cite this

    Gee, E. H., & Lee, Y. N. (2016). From age and gender to identity in technology-mediated language learning. In The Routledge Handbook of Language Learning and Technology (pp. 160-172). Taylor and Francis. https://doi.org/10.4324/9781315657899-23