This chapter examines research on English language learner identity in postsecondary contexts. It focuses first on how demographic research classifies students according to commonalities, overlooking significant differences. It then examines how ethnography and critical ethnography reveal more complex notions of
identity, thereby offering insight into where institutional and pedagogical reform might be needed. The examples of critical ethnography, in particular, show students as active participants in their learning who should be consulted about institutional labels, testing, placement procedures, and teaching. |