Systematic Review of Scholarly Work on Social Class Identities in Second and Foreign Language Educational Contexts

Ardoin, S. (2021). The nuances of first-generation college students' social class identity. In R. Longwell-Grice & H. Longwell-Grice (Eds.), At the intersection: Understanding and supporting first-generation students (pp. 89-99). Routledge. https://r.issu.edu.do/YR

Astarita, A. (2015). Social class and foreign language learning experiences [Unpublished doctoral thesis]. The University of Wisconsin-Madison. https://r.issu.edu.do/j3

Block, D. (2012). Class and SLA: Making Connections. Language Teaching Research, 16, 188–205. https://doi.org/10.1177/1362168811428418

Block, D. (2020). The political economy of language education research (or the lack thereof): Nancy Fraser and the case of translanguaging. In Nancy Fraser, Social Justice and Education (pp. 119-139). Routledge. https://r.issu.edu.do/87

Bonilla-Medina, S., Varela, K., & García, K. (2021). Configuration of racial identities of learners of English. Profile: Issues in Teachers’ Professional Development, 23(2), 137–150. https://doi.org/10.15446/profile.v23n2.90374

Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood. https://r.issu.edu.do/4p

Bruce, S. (2014). Why Class Matters: Identity Construction and Privilege in Second Language Acquisition. [Unpublished manuscript]. https://r.issu.edu.do/NE

Butler, J. (2021). Bodies that still matter. In A. Halsema, K. Kwastek, & R. van den Oever (Eds.), Bodies That Still Matter. Resonances of the Work of Judith Butler (pp. 177-93). Amsterdam University Press. https://r.issu.edu.do/Mr

Castañeda-Peña, H. (2021). Local identity studies of gender diversity and sexual orientation in ELT. HOW, 28(3), 154-172. https://doi.org/10.19183/how.28.3.683

Darvin, R. & Norton, B. (2014). Social Class, Identity, and Migrant Students. Journal of Language, Identity & Education, 13(2), 111-117. https://doi.org/10.1080/15348458.2014.901823

De Costa, P., & Green-Eneix, C. (2021). Identity in SLA and second language teacher education. Research questions in language education and applied linguistics: A reference guide, 537-541. http://dx.doi.org/10.1007/978-3-030-79143-8_94

Evans, O., McGuffog, R., Gendi, M., & Rubin, M. (2022). A first-class measure: Evidence for a Comprehensive Social Class Scale in higher education populations. Research in Higher Education, 63(8), 1427-1452. https://r.issu.edu.do/7m

Fraser, N. (2020). From redistribution to recognition?: Dilemmas of justice in a 'postsocialist' age. In The new social theory reader (pp. 188-196). Routledge. https://r.issu.edu.do/rv

Gao, F. (2010). Negotiation of Chinese learners’ social class identities in their English language learning journeys in Britain. Journal of Cambridge Studies, 5(2-3), 64–77. https://doi.org/10.17863/CAM.1357

Gilleard, C. (2020). Bourdieu's forms of capital and the stratification of later life. Journal of Aging Studies, 53, 100851. https://doi.org/10.1016/j.jaging.2020.100851

Guevara, J. (2018). Construcción de identidades de clase social a través de las prácticas de estudiantes de pregrado de la Facultad de Ciencias Sociales de la Universidad de los Andes [Unpublished master’s thesis]. Universidad de los Andes, Bogotá, Colombia. https://r.issu.edu.do/b7s

Hunt, C., & Seiver, M. (2017). Social class matters: class identities and discourses in educational contexts. Educational Review, 70(3), 342-357. https://doi.org/10.1080/00131911.2017.1316240

Jiang, L., Yang, M., & Yu, S. (2020). Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing. Tesol Quarterly, 54(4), 954-979. https://doi.org/10.1002/tesq.566

Jones, L. (2019). The C-Word: novice teachers, class identities and class strategising. Pedagogy, Culture & Society, 27(4), 595-611. https://r.issu.edu.do/KI

Knisely, K. A., & Paiz, J. M. (2021). Bringing trans, non-binary, and queer understandings to bear in language education. Critical Multilingualism Studies, 9(1), 23-45. https://r.issu.edu.do/52

Kramsch, C. (2019). Between globalization and decolonization: Foreign languages in the cross-fire. In Decolonizing foreign language education (pp. 50-72). Routledge. https://r.issu.edu.do/Yh

Lansley, S. (2019). The distribution question: measuring and evaluating trends in inequality. In Data in Society (pp. 187-198). Policy Press. https://doi.org/10.1332/policypress/9781447348214.003.0015

Lawrence, L., & Nagashima, Y. (2020). The intersectionality of gender, sexuality, race, and native-speakerness: Investigating ELT teacher identity through duoethnography. Journal of Language, Identity & Education, 19(1), 42-55. https://r.issu.edu.do/TR

Liu, G., & Darvin, R. (2024). From rural China to the digital wilds: Negotiating digital repertoires to claim the right to speak. TESOL quarterly, 58(1), 334-362. https://doi.org/10.1002/tesq.3233

Liu, H. G. (2012). Parental investment and junior high school students’ English learning motivation: A social class perspective [Unpublished doctoral Thesis]. Peking University, Beijing, China. https://doi.org/10.1080/15348458.2014.901820

López Gopar, M., & Sughrua, W. (2014). Social Class in English Language Education in Oaxaca, Mexico. Journal of Language, Identity, and Education, 13(2), 104-110. https://doi.org/10.1080/15348458.2014.901822

Marx, K. (2020). The XVIII Brumaire of Louis Bonaparte. e-artnow. https://r.issu.edu.do/Ws

Norton, B. (2019). Identity and language learning: A 2019 retrospective account. Canadian Modern Language Review, 75(4), 299-307. https://doi.org/10.3138/cmlr.2019-0287

Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., & Mulrow, C. (2020). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 2021;372:n71. https://doi.org/10.1136/bmj.n71

Palmer, M. (2018). Beliefs, identities and social class of English language learners: a comparative study between the United States and Brasil [Unpublished master’s thesis]. Universidade Federal de Vicosa, Minas Gerais, Brazil. http://dx.doi.org/10.13140/RG.2.2.30728.52487

Payne-Bourcy, L., & Chandler-Olcott, K. (2003). Spotlighting Social Class: An Exploration of One Adolescent’s Language and Literacy Practices. Journal of Literacy Research, 35(1), 551-590. https://doi.org/10.1207/s15548430jlr3501_2

Pearce, J., Down, B., & Moore, E. (2008). Social Class, Identity and the Good Student: Negotiating University Culture. Australian Journal of Education, 52(3), 257-271. https://doi.org/10.1177/000494410805200304

Peck, S. (2017). Social Class Identity Development and Elite Schools. Honors Theses. Paper 842. https://r.issu.edu.do/gI

Peel, K. (2020). A beginner's guide to applied educational research using thematic analysis. Practical Assessment, Research, and Evaluation, 25(1), 1-15. https://doi.org/10.7275/ryr5-k983

Pérez Ahumada, P., & Andrade, V. (2021). Class identity in times of social mobilization and labor union revitalization: Evidence from the case of Chile (2009–2019). Current Sociology, 71(6), 1040-1062. https://doi.org/10.1177/00113921211056052

Poirier, R. (2009). Exploring the intersections of social class, identity, and self-regulation during the transition from high school to college dissertation [Unpublished doctoral thesis]. The Ohio State University, Ohio, USA. https://r.issu.edu.do/oh

Preece, S. (2018). Identity work in the academic writing classroom: Where gender meets social class. Journal of English for Academic Purposes, 32, 9-20 https://doi.org/10.1016/j.jeap.2018.03.004

Rampton, B. (2006). Language in late modernity: Interaction in an urban school. Cambridge: Cambridge University Press. http://dx.doi.org/10.1080/13670050802149416

SIGN (2021). SIGN makes sense of evidence. https://www.sign.ac.uk/

Snell, J. (2013). Dialect, interaction and class positioning at school: From deficit to difference to repertoire. Language and Education, 27, 110-128. http://dx.doi.org/10.1080/09500782.2012.760584

Sofyana and Pahamzah (2022). Social Class and EFL Learning in Indonesia: Listening to Teachers Perception. JELTS, 5(1), 91-101. http://dx.doi.org/10.48181/jelts.v5i1.16182

Stubager, R., & Harrits, G. S. (2022). Dimensions of class identification? On the roots and effects of class identity. The British Journal of Sociology, 73(5), 942-958. https://doi.org/10.1111/1468-4446.12977

Thein, A., Guise, M., & Sloan, D. (2012). Exploring the Significance of Social Class Identity Performance in the English Classroom: A Case Study Analysis of a Literature Circle Discussion. English Education, 44(3), 215–253. https://r.issu.edu.do/c1

Thomas, V., & Azmitia, M. (2014). Does Class Matter? The Centrality and Meaning of Social Class Identity in Emerging Adulthood. Identity: An International Journal of Theory and Research, 14(3), 195-213. http://dx.doi.org/10.1080/15283488.2014.921171

Vandrick, S. (2011). Students of the new global elite. TESOL Quarterly 45(1), 160-169. https://r.issu.edu.do/In

Vanke, A. (2023). Researching Lay Perceptions of Inequality through Images of Society: Compliance, Inversion and Subversion of Power Hierarchies. Sociology. https://doi.org/10.1177/00380385231194867

Von Esch, K. S., Motha, S., & Kubota, R. (2020). Race and language teaching. Language Teaching, 53(4), 391-421. https://r.issu.edu.do/kR