Abstract
This paper reconsiders the theoretical concept of ‘identity slippage’ by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identity slippage, I have used te work of the systemic-functional linguist Jay Lemke and the educational linguist James Paul gee as well as using the guiding principle of semogenesis. It is suggested that the three interrelated frames of correctness, norms, and conformity need to be accounted for in a discussion of how learning an additional language impacts of identity development.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Multilingual and Multicultural Development
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
