Within the CoP model, learners who do not progress toward the centre through nonparticipation are relegated to the fringes with invalidated identities¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The CoP model's oldtimer/newcomer binary limits available identities, and learners who may not, cannot, or choose not to progress toward the centre have their learner identities invalidated and negatively interpreted. → Chen 2016

Evidence¶

Chen 2016¶

Chen, J. (2016). Demonized Learners in Sociocultural Theory. Advances in Language and Literary Studies, 7(3), 168-177. https://doi.org/10.7575/aiac.alls.v.7n.3p.168

q1 · i? · theoretical · r2

Analytical critique of Lave and Wenger's (1991) Community of Practice model as applied in SLA: the author argues legitimacy is extended rather than co-constructed by oldtimers, and that nonparticipation relegates learners to the fringes. Theoretical argument, no data.

"learners who may not, cannot, or chose not to progress towards the center of a CoP through nonparticipation are relegated to the fringes where their learner identities are invalidated and subject to negative interpretations."

Discussion¶

Related Claims¶

• Reported PLC outcomes frequently do not correspond with the stated object; complete object–outcome correspondence appeared in only three studies — the general claim this finding bears on, with the studies behind it
• Sociocultural SLA literature portrays learners who resist mainstream social interaction negatively, as 'nonparticipating' or having 'negative attitude' — related
• The Good Language Learner metanarrative persists in sociocultural accounts by equating success with access to community conversations — related
• Mainstream motivation theories have extended toward identity and culture but keep explanatory constructs within individuals — related