Associate Professor
Department of Language and Literacy Education (LLED)
Dr. Talmy’s research investigates language and its constitutive relationships to power, identity, cultural production, and cultural/social reproduction in public school ESL/ELL classrooms. Specifically, he examines both constructions and consequences of the “stigma” (or undesirability) of ESL for public school English language learners. He is also interested in qualitative research in applied linguistics, primarily the interactional basis of research methods.
Contributions:
Talmy, S. (2009). Forever FOB? Resisting and reproducing the Other in high school ESL. In A. Reyes & A. Lo (Eds.), Beyond Yellow English: Toward a linguistic anthropology of Asian Pacific America (pp. 347–365). New York: Oxford University Press.
Talmy, S. (2008). The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization. Applied Linguistics, 29, 619–644.
Talmy, S. (2009). “A very important lesson”: Respect and the socialization of order(s) in high school ESL. Linguistics and Education, 20, 235–253. doi:10.1016/j.linged.2008.10.002
Talmy, S. (2010). Achieving distinction through Mock ESL: A critical pragmatics analysis of classroom talk in a high school. In G. Kasper, H. t. Nguyen, D. Yoshimi, & J. Yoshioka (Eds.), Pragmatics and Language Learning 12 (pp. 215–254). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
Talmy, S. (in press). A language socialization perspective on identity work of ESL youth in a superdiverse high school classroom. In N. Markee (Ed.), Handbook of classroom discourse and interaction. New York: Wiley.
Keywords:
English as a second language; English language learners; Qualitative methodology; Linguistic ethnography; Classroom talk; Critical discourse research; Social interaction; Language socialization.
steven.talmy@ubc.ca
Departmental profile page
Departmental profile page