Volume 2020-2(4), 125 pages

* Intro
* Contents
* Authors
* Reviewers


On the reciprocity between one’s language and identity

Language learning is a life-changing event with far-reaching individual, social, and cultural consequences. Along with advancing linguistic abilities comes enhanced awareness of one’s identity and development of a (renewed) language self. On the more general level, it determines one’s identification with particular social groups and impacts on educational, social, economic, and cultural processes such as inclusion, acceptance, recognition, and integration. On a narrower scale, becoming familiar with even a single linguistic item opens up new perspectives and thus enriches one’s everyday life experience. In either case, the expansion of one’s identity via language is inevitably a holistic and comprehensive individual experience, cutting across one’s views, actions, emotions, and conceptualisations of the world. 

The very existence of linguistic varieties (identities) poses a significant challenge to be addressed by modern educational systems, which – in order to remain relevant and consequently practical, too – need to adopt novel, transdisciplinary approaches and methods of teaching and learning. Such is the case with (Django and Paris’s) concept of culturally sustaining pedagogy (CSP), the emergence of which we have recently observed as a respectful and productive critique of previous formulations of asset pedagogies. As one of the proposals admitting linguistic identities into education, it exemplifies concepts which point out the salience of language not only for one’s multi-faceted development, but also the advancement of education and society as a whole. It is through this admission of linguistic identities that the diversity of linguistic capital is recognised, which is of paramount importance in light of the fact that the linguistic dimension of learners’ and teachers’ identities proves to determine their status, success, and quality of life. 

Accordingly, the focus of this volume is on the individual facet, which can be argued to be most directly observable and relevant regardless of one’s cultural and linguistic background. How any language user situates themselves on the level of language underlies how s/he positions herself/himself in the world as a whole, regardless of whether this interdependence is realized by an individual or not. Such an approach to language as shaping one’s identity and one’s self-positioning characterises the interpretative paradigm, whereby individuals interpret reality in their own ways and assign meanings to what they encounter by applying highly personalised systems of concepts, with regard to which they hold their own beliefs, undertake self-imposed actions, and cherish emotions generated through their learning (and/or teaching) trajectories.

Hence the title of this volume – (RE-)SHAPING ONE’S IDENTITY WITH LANGUAGE, pertaining to processes undergoing on several levels.  To reflect the overarching character of linguistic experience and its lasting impact on one’s identity, the volume addresses the eponymous issue through the prism of interdisciplinarity, cross-cultural encounters, linguistic quality, and cross-domain intersections. As opposed to the three earlier volumes, the research papers are included in the volume in subsequent parts together with reviews and a report (on the first ERL online Session) to better reflect the volume’s complementarity also on the level of text formats and the experiencing of empirical data or academic readings and activities. Following the two opening volumes of ERL Journal devoted to boostingthe educational experiencing of language (2019-1(1)) and enhancing multiculturalism in language education (2019-2(2)), this volume is the second one centred around the concept of identity, with the examination of linguistic dimension having been the focus of the previous volume (2020-1(3)).  All the four volumes published so far need to be seen as following from one another and thus provide a comprehensive picture, which in the volumes to come is to be further developed and addressed from the perspective of hard times, affected by the global pandemic and other phenomena via which our linguistic identity remains continuously reshaped.



1. Biljana Naumoska-Sarakinska, Emilija Ribarska – Language shaping identity or identity shaping language – a study on sensory sound-symbolism among native Macedonian speakers

FULL Article (PDF)

2. Sabina Halupka-Rešetar – In the Search of A Language Pedagogical Paradigm, Michał Daszkiewicz and Anna Dąbrowska (Eds.), Krakow: Impuls, 2020, 288 p. – A book review

FULL Article (PDF)


3. Giuli Shabashvili, Ketevan Gochitashvili – Practical activities and their theoretical background in second language and culture integrated teaching

FULL Article (PDF)

4. Jens Haugan – Norwegian linguistic identity through history – from national identity to linguistic individualism

FULL Article (PDF)

5. Alison L. Bailey – Coming together at a distance: How language researchers across the globe met for the 1st Educational Role of Language online Session “Language and Teacher Language Identity” – A report

FULL Article (PDF)


6. Paulina Krzeszewska – Child identity development affected by language disorder – A literature review

FULL Article (PDF)

7. Antónia Estrela, Patrícia Santos Ferreira, Ana Boléo – Peer learning: Mentoring in a Portuguese as a foreign language course

FULL Article (PDF)

8. Mira Milić – Creating a favourable language identity through grammar accuracy enhancement. The Verb and Adverb Systems in English – A book review

FULL Article (PDF)

9. Monika Kusiak-Pisowacka – Non-natives writing for Anglo-American journals: Challenges and urgent needs – A book review

FULL Article (PDF)


10. Adrienn Fekete – Desire, freedom, and pain in English learners’ emotional responses to SLA: A holistic look at English learners’ multilingual identity construction

FULL Article (PDF)

11. Chenkai Chi, Terry Sefton – The creation of multimodal texts of adult English language learners in a Canadian university – A case study

FULL Article (PDF)

12. Alina Reșceanu – Transversal Competences in Education for Sustainable Development and International Solidarity – A book review

FULL Article (PDF)

List of Volume 2020-2(4) Authors

List of Volume 2020-2(4) Reviewers 

ERL Journal – Scope Major

ERL Journal – Scope Minor 


Alison L. Bailey orcid.org/0000-0001-9303-8304: USA, University of California, Los Angeles, School of Education and Information Studies. Dr. Bailey is a Professor and Division Head of Human Development and Psychology in the Department of Education. She holds a Doctorate from Harvard University and her research focuses on children’s language and literacy development and their related social, cognitive and academic outcomes. Her latest book is Progressing Students’ Language Day by Day with M. Heritage (Corwin Press, 2019). Currently, she is a Principal Investigator of the ExcEL Project and ExcEL Peer Network both funded by the US Dept. of Education to support teachers working with English learners. abailey@gseis.ucla.edu

Ana Boléo orcid.org/0000-0002-0714-4520: PORTUGAL, Polytechnic Institute of Lisbon, Lisbon School of Education. Ana holds a PhD in Education and Interculturality. She works as Portuguese as a Foreign Language teacher. She currently works on topics as L2 language acquisition, academic writing and Portuguese grammar. aboleo@eselx.ipl.pt

Chenkai Chi orcid.org/0000-0002-4331-3600: CANADA, University of Windsor. Chenkai received his Master’s degree in Education from the University of Windsor. He is now a joint PhD student in Educational Studies at the University of Windsor, in collaboration with Brock University and Lakehead University. His research interests are teacher education, literacy education and comparative education. He also works as a research assistant in the SSHRC funded Canada-China Reciprocal Learning Program. chi3@uwindsor.ca

Antónia Estrela orcid.org/0000-0002-5170-4468: PORTUGAL, Polytechnic Institute of Lisbon, Lisbon School of Education. Antonia holds a PhD in Linguistics and teaches at the Department of Research and Education on Curriculum and Didactics. She currently works on topics as language awareness, teacher education, academic writing, grammar, L1 and L2 teaching and learning. antoniaestrela@eselx.ipl.pt

Adrienn Fekete orcid.org/0000-0003-1805-2426: HUNGARY, University of Pécs, Faculty of Humanities and Social Sciences, Institute of English Studies. Adrienn Fekete is a Senior Assistant Professor at the University of Pécs and holds a PhD degree in English Applied Linguistics and Teaching TESOL/TEFL. Her research interests include linguistic and cultural identity construction in SLA, the language learner’s individual differences, and the study of complex dynamic systems theory in SLA and education. Her courses focus on teaching methodology, intercultural communication, individual differences in SLA, research methodology, educational drama, and translation studies. fekete.adrienn@pte.hu

Ketevan Gochitashvili orcid.org: 0000-0001-5599-7002: GEORGIA, Tbilisi State University and University Geomedi. Dr. Ketevan is an author of publications and textbooks in language education, academic writing, lexicology, linguo-cultural aspects of the Georgian language. She has participated in more than 20 international and local research projects. With her participation, an electronic course of the Georgian language (https://www.ice.ge/web/elearning_geo.html) and an electronic orthographic dictionary of theGeorgian language (http://ena.ge/) have been developed. ketevan.gochitasvili@tsu.ge

Sabina Halupka-Rešetar orcid.org/0000-0003-2373-0797: SERBIA, University of Novi Sad, Faculty of Philosophy. She obtained her BA, MA and PhD degrees in English Linguistics at the Faculty of Philosophy in Novi Sad, Serbia. As a Full Professor, she teaches both theoretical and applied linguistics courses to BA, MA and PhD students. Her main areas of interest lie in syntax, pragmatics, ELT and sociolinguistics. She has authored two books (Sentential focus in English and Serbian, 2011 and Exploring communicative competence in English as a foreign language: a student’s resource book, 2019), (co-)edited six volumes of research papers and has published the results of her research in both national and international journals (Journal of Pragmatics, Journal of Multilingual and Multicultural Development, Poznań Studies in Contemporary Linguistics, Language Problems and Language Planning, etc). halupka.resetar@ff.uns.ac.rs

Jens Haugan orcid.org/0000-0001-9708-2038: NORWAY, Inland Norway University of Applied Sciences, Faculty of Education, Department of Humanities. Jens holds a PhD degree (doctor artium) in Norwegian/Nordic linguistics. He works as an Assistant Professor with research mainly related to the role of Nynorsk (‘New Norwegian’) in education and society. His main research association and network are Educational Role of Language. jens.haugan@inn.no

Paulina Krzeszewska orcid.org/0000-0003-2222-3726: POLAND, University of Silesia, Katowice, Department of Humanistic Studies. She is currently a PhD student in the Department of Humanistic Studies at the University of Silesia. Her research interests centre around the speech- language development and the consequences of language delays or disorders. As a doctoral student, she assesses and analyses speech, language, cognitive-communication deficits which co-occur with other developmental impairments. As a speech-language pathologist she combines knowledge of scientific evidence with therapy practice and treats pediatric patients. pj.krzeszewska@gmail.com

Monika Kusiak orcid.org/0000-0002-4043-9144: POLAND, Jagiellonian University, Kraków, Faculty of Philology. Dr. Monika is a Professor of English in the Institute of English Studies and a Head of the Applied Linguistics and English Language Teaching Section. She teaches MA seminars, Research methods in Applied Linguistics, Current issues in Applied Linguistics, SLA Acquisition. She is the author of many publications and a member of the ERL journal and ERL Association. monika.kusiak@interia.pl

Mira Milić orcid.org/0000-0002-3025-8649: SERBIA, retired ESP professor at the University of Novi Sad. Mira holds a PhD degree in linguistics. She is the author of an English-Serbian dictionary of sports terms, a monograph on Anglicisms as synonyms in Serbian, 80 scientific articles, and an ESP textbook for students of sport. She is also a co-editor of aNew dictionary of Anglicisms in Serbian due out next year and a member of GLAD (Global Anglicism Database Network). Her scientific interests include ESP learning and teaching, English-Serbian contact and contrastive issues, and specialized lexicography. miramilicns@gmail.com

Biljana Naumoska-Sarakinska orcid.org/0000-0001-7657-9598: REPUBLIC OF N. MACEDONIA, Ss Cyril and Methodius University, Faculty of Philology. Biljana Naumoska-Sarakinska, PhD, is an Associate Professor at the Department of English Language and Literature, at the Faculty of Philology within the Ss Cyril and Methodius University in Skopje, the Republic of N. Macedonia. Her key interests are in the field of English grammar and linguistics, in the areas of semantics, word formation, morphology, lexicology, as well as ESP – Business English. She teaches a number of core and elective courses at the undergraduate level of studies, including Modern English, Semantics, Business English Communication and Correspondence, as well as Business English at the Faculty of Economy, within the same University. At this level of studies, she is engaged as visiting professor at the Faculty in Novi Sad. At the postgraduate level, she teaches topics in Semantics, where she is also supervisor to MA candidates. At the moment, she is involved in the Erasmus+ (KA2) Project – DAFLS – Developing Applied Foreign Language Skills (Developing multilingual skills training for special purposes), an international project in collaboration with the University in Caen, France, the University in Belgrade, Serbia, and Ss Cyril and Methodius University in Skopje, Republic of N. Macedonia. b.n.naumoska@gmail.com

Emilija Ribarska orcid.org/0000-0001-7976-3403: REPUBLIC OF N. MACEDONIA, Ss Cyril and Methodius University, Faculty of Philology. Emilija Ribarska, BA, is an English Language and Literature graduate of the Ss Cyril and Methodius University, the Faculty of Philology in Skopje. Having graduated in 2019, she is currently working in the field of recruitment, but the fields of English grammar, linguistics and literature still remain her primary interests. She is passionate about analyzing language by observing the interaction between form and meaning, the way in which this is represented and processed in the human brain, and the effect society might have on this. ribarskae2@gmail.com

Alina Resceanu 0000-0002-6789-7313: ROMANIA, University of Craiova, Faculty of Letters, Department of British, American and German Studies. Alina is a senior lecturer, with courses in General Linguistics, Varieties of English, Current Issues in Syntax and Contrastive Grammar. A graduate of the Faculty of Letters, University of Craiova and of the MA studies in Formal (Computational) Linguistics at the University of Bucharest, she got her PhD in Theoretical Linguistics. She has published two books, many articles and studies and participated at numerous national and international conferences on theoretical and applied linguistics. She is currently involved in two international projects, as a regional coordinator in Teaching English/Teaching IN English in Global Contexts (https://www.globalenglishes-emi.education.ed.ac.uk ) and as a researcher in Mindchangers: Regions and Youth for Planet and People (https://www.regione.piemonte.it/web/temi/diritti-politiche- sociali/cooperazione-internazionale/mindchangers-regions-and-youth-for-planet-and-people). Her main interests include teaching English as a Global Language, English varieties, contrastive grammar and syntax/semantics interface. alina.resceanu@edu.ucv.ro

Patrícia Santos Ferreira orcid.org/0000-0003-2423-4533: PORTUGAL, Polytechnic Institute of Lisbon, Lisbon School of Education. Patríciaholds a PhD in Teacher Education and teaches at the Department of Research and Education on Curriculum and Didactics. She currently works on topics such as teacher education, grammar, writing, curricular articulation and L1 and L2 teaching and learning. patriciaferreira@eselx.ipl.pt

Terry G. Sefton orcid.org/0000-0001-5759-889X: CANADA, University of Windsor. Dr. Sefton is an Associate Professor in the Faculty of Education where she teaches music education, pedagogy of the arts, and qualitative and arts-based research methodology. Terry is a graduate of McGill University (B.Mus.), Western University (B.Ed., M.Ed.), and University of Toronto (PhD). She has performed as a symphony player and chamber musician in Canada, USA, Britain, and France. She has worked with contemporary composers, and with dancers and visual artists, creating music, video, and performance art; and curated and exhibited in public art galleries. In addition to her creative and performance work, Terry is published in academic journals and books. Her research interests include institutional ethnography, identity of the artist, the arts in higher education, music education, and sociology of the arts. tsefton@uwindsor.ca

Giuli Shabashvili orcid.org/0000-0002-5022-0760: GEORGIA, Tbilisi State University. Giuli holds a PhD degree and is an Associate Professor at the Faculty of Humanities at TSU. Her PhD thesis was in the field of linguistics. She is the head of the project, which aims at researching perfect semantics and pragmatics according to the data of the Georgian language. She is also interested in the issues of sociolinguistics, language teaching, and pragmatics. giuli.shabashvili@tsu.ge


Radmila Bodrič (Serbia, University of Novi Sad)

Anita Bright (Oregon, Portland State University)

Jurga Cibulskienė (Lithuania, Vilnius University)

Nihada Delibegovic Dzanic (Bosnia and Herzegovina, University of Tuzla)

Dorothy Valcarcel Craig (Tennessee, Middle Tennessee State University)

Abha Gupta (Virginia, Old Dominion University)

Božena Horváthová (Slovakia, Constantine the Philosopher University in Nitra)

Ludmila Hurajova (Slovakia, Slovak University of Technology in Bratislava)

Intakhab Alam Khan (Saudi Arabia, King Abdulaziz University)

Janice Myck-Wayne (USA, California State University)

Gabriel Pinkas (Bosnia and Herzegovina, University of Tuzla)

Eva Reid (Slovakia, Constantine the Philosopher University in Nitra)

Ann-Katrin Swärd (Sweden, University of Gothenburg)

Agnieszka Szplit (Poland, The Jan Kochanowski University of Kielce)

Gertrud Tarp (Denmark, Aalborg University)

Louise C. Wilkinson (New York State, Syracuse University)