Negotiating Participation and Identity in Second Language Academic Communities

This article reports on a qualitative multiple case study that explored the academic discourse socialization experiences of L2 learners in a Canadian university. Grounded in the notion of “community of practice” (Lave & Wenger, 1991, p. 89), the study examined how L2 learners negotiated their participation and membership in their new L2 classroom communities, particularly in open-ended class discussions. The participants included 6 female...