Use of metadiscourse for identity construction in tourist city publicity：A comparative study of Chinese and Australian social media discourse.

Social media publicity has become an important way for the official tourism agency to promote the city image and interact with the public. In order to explore the linguistic devices that support tourist city publicity, a corpus-based comparative study is conducted on the use of metadiscourse and identity construction in Facebook posts on the public pages of the city Xiamen in China and Sydney in Australia. The corpus consists of 344 posts with a total of 12, 175 words on the page of Xiamen and 315 posts with a total of 12, 319 words on the page of Sydney collected over the same 1-year time span. Combining the statistical results of metadiscourse use and identity types with the analysis of specific examples, it is concluded that both posters use three categories of metadiscourse to construct the identities of introducer, inviter and evaluator for the purpose of promoting good city image and forming good interaction with the public. The differences in the frequencies of metadicourse and identity occurrences in the two corpora suggest different focuses on city publicity. This study has implications for the writing of tourist city publicity posts as well as raising posters' awareness of employing metadiscourse to construct identity and build rapport with readers so as to enhance the impact of the tourist cities.

Literature citation and writer identity construction in linguistic academic discourse.

This study revealed the distributional features of literature citation and writer identity in linguistic academic discourse, and further explored how writer identity is constructed through literature citation. Based on Petric's citation typology and Ivanic's writer identity framework, the study investigated various types of citations and identities in thirty journal articles published in the Journal of English for Academic Purposes from 2017 to 2021. The results showed that there are a total of 1637 citation instances, among which the dominant type is attribution citation (36.59 %). Besides, the study revealed that 80.45 % of the total citations construct discoursal self only and 19.55 % reveal both discoursal self and authorial self. In terms of discoursal self, writers present themselves as a member of academic community, a contributor to a field of knowledge, a knowledgeable and professional scholar, and a reliable and credible writer. As for authorial self, they would like to position themselves to be a writer with authority and an evaluator. It is expected that the current study can help novice writers use citations strategically and establish their desired identity accordingly.

Understanding identity construction among deaf adolescents and young adults: implications for the delivery of person and family-centered care in audiological rehabilitation.

Introduction: The provision of holistic person and family-centered care in the audiological rehabilitation of adolescents and young adults (AYA) requires in-depth consideration of identity construction. The purpose of this research study was to describe the lived experience of identity construction among deaf AYA. The thoughts, perceptions, and feelings of AYA on their identity and the processes underlying the construction of identity, with a focus on navigating disability, social relations and roles, community assimilation and self-perception were explored. Methods: A qualitative interpretive phenomenological approach was adopted. Participants were a purposive sample of 5 AYA, aged 15 to 19 years. Participants had moderate to profound deafness and were enrolled in schools for the deaf where they partook in semi-structured phenomenological conversations, detailing their lived experiences with identity construction. Results: The superordinate themes of creating a self-concept, belonging, stress and being deaf emerged from participants' narratives. Identity construction occurs concurrently at several levels. At the personal level, AYA create self-conceived ideals of who they are. At relational level, identity is fostered through person-to-person and person-to-group interactions. At societal level, AYA navigate inherent challenges with hearing impairment and their positionality as deaf individuals. Conclusions: Understanding the nuances of identity construction gives insights for further research and highlights the self-ascribed identity domains and related psychosocial variables that appeal to person and family-centered care, uncovering opportunities and barriers to successful delivery. Findings have implications for the transitional care of deaf AYA that is responsive to their needs.

Nursing boundaries and work identity construction among nurses exercising an advanced role: A qualitative study.

Research on the deployment of advanced practice nurses (APNs) in healthcare settings highlights significant challenges for APNs transitioning to a broader, less well-defined nursing role in negotiating professional boundaries and a new work identity with other health workers. However, theories of boundary-work and professional identity have been rarely applied to APNs relationships with general nurses and colleagues in lower professional position such as nursing-assistants. APNs relationships with these colleagues remain poorly understood. This article aims to contribute to addressing this gap. It is based on qualitative research on a pilot-project prefiguring the introduction of APN (pre-APN) in the French Health system entitled the Prefiguration of Clinical Nurse Specialists (PrefICS). Data were collected through field observations and interviews with pre-APNs, general nurses, nursing-assistants, doctors and nursing hierarchy, to assess the implementation of PrefICS project in four hospitals, one health centre and one cancer control centre. The analysis shows that facing the risk of their role being limited to collaborations with doctors, pre-APNs engaged in different forms of boundary-work with general nurses and nursing-assistants, to negotiate new professional relationships with these colleagues. Some pre-APNs presented themselves as resource persons and led activities aimed at developing and sharing nursing knowledges and competencies with general nurses and nursing-assistants. Other pre-APNs shaped their work identity around a reformist role in terms of both the nursing profession and work environments. Pre-APNs boundary work with general nurses and nursing-assistants produced work spaces in which pre-APNs interwove their work identity with these colleagues by negotiating new professional ties and brokering knowledges between different professional worlds. Changes in levels of pre-APN self-categorization reflected different views of the nursing and nursing-assistant professions, from which pre-APNs started building new alliances for a shared reflective work on their practice and about caring.

[Supporting children and adolescents with trans-identity issues]. / Accompagner les enfants et les adolescents avec un questionnement transidentitaire.

In the light of sociological, anthropological and philosophical developments on gender issues, there is no longer any legitimate theory in Western society that can account for the process of identity development, the links between the biological realities and limits of the sexed body and the experience of gender. It's necessary to listen to everything that's said, not only by the young person but also by his or her parents, and even by the wider family, without any preconceived notions, judgments or normative criteria, but also to avoid the temptation to say "why" in favor of offering help. For some children and teenagers, it's possible to offer a transitional pathway.

Identity construction among deaf adolescents and young adults: A literature review.

Background: Identity construction is an integral developmental task for adolescents and young adults (AYA). The intersection of deaf identity and disabling hearing loss (DHL) adds a layer to the complex process of identity construction. Aim: This literature review highlights the self-ascribed deaf identities of AYA and seeks to understand how AYA with DHL forge these identities. Knowledge areas for prospective research and practice are uncovered. Method: A traditional literature review of qualitative empirical evidence on AYA's accounts of their deaf identity construction was conducted on seminal literature and peer-reviewed journals in psychology, disability studies and deaf studies. Results: The emerging self-ascribed deaf identities of AYA are diverse. The identities include Deaf, hearing, hard-of-hearing (HOH), bicultural HOH, identities that detach from disability, bicultural DeaF, unresolved and fluid identities. Complex trade-offs exist where the construction of certain identities forgoes certain reasonable accommodations, interventions or relations that are critical for personal development and wellbeing. Conclusion: Current literature orients deaf identity formation around hearing status and Deaf-hearing communal dynamics. In-depth research comprising facets of AYA's personal, enacted and relational identities is required to conscientise rehabilitation professionals about the nuances of deaf identity issues and how to develop interventions that are supportive and responsive to the clinical and psychosocial challenges of AYA with DHL. Contribution: This paper deviates from the d/Deaf identity dichotomy, revealing a spectrum of deaf identities that AYA forge. The rationales of AYA's deaf identities, underlying processes and possible vulnerable identities are unpacked. Recommendations for prospective research pertaining to identity construction among deaf AYA are made.

The Intersection of Professional Identity Formation, Bias, and Marginalized Identities.

OBJECTIVES: The objective of this integrative review is to call attention to the limited published literature on professional identity formation (PIF) in students who hold marginalized identities and to promote more inclusive PIF models. FINDINGS: A person's identity is complicated and PIF is a dynamic and continuous lifelong process. A foundational component to PIF is for students to integrate their developing professional identity with their existing selves. Most PIF theoretical frameworks used in health education were created with a dominant culture lens and during a time when most professionals in practice were cisgendered, White, and/or male. These frameworks do not consider ways in which PIF may differ in learners who hold marginalized identities nor the influence that their marginalized identities may have on facilitators and barriers to their PIF journeys. SUMMARY: PIF is a growing area of focus in pharmacy education and scholarship. To effectively support PIF for each member of a diverse student body, pharmacy educators must recognize the limitations of existing PIF theoretical frameworks owing to the historical exclusion of considerations of students' and practitioners' marginalized identities as a layer of professional identity, especially in the context of historical injustices. As members of the pharmacy Academy begin or continue to explore PIF in pharmacy education, they must be mindful and intentional about how they account for the impact that students' marginalized identities may have on their PIF.

Negotiating and Managing Gay Identities in Multiple Heteronormative Spaces: The Experiences of Black Gay Mineworkers in South Africa.

Sexual diversity is a contentious topic in South Africa because many people still hold the perception that sexual identity can only be understood in heteronormative terms. This article adopts a feminist research approach to investigate how black gay male identities are constructed and managed at home, within friendships and in mining workplaces, drawing on data collected from five black gay male mineworkers. It opens up discussion on gay mineworkers' experiences in a country where diversity is upheld and celebrated through a democratic constitution, yet gay men must often negotiate and manage their sexual identities to fit in with the dominant heteronormative discourses present in different spaces in society, including adopting false heterosexual identities in particular spaces, which limits their freedoms. The study argues that experiences of constructing and managing black gay identities in heteronormative spaces is guided by the level of acceptance and tolerance perceived by gay people.

Performing a 'Returnee' in Benin City, Nigeria.

Over recent years, with the support of international NGOs, many thousands of irregular migrants were 'returned' to West Africa from Libyan detention centres. Through extensive ethnographic fieldwork with different groups of returnees in Benin City, Nigeria, I studied the establishment and evolution of the 'returnee' identity. Making use of labelling, social identity and performativity theories, I found that the performance of the returnee identity for Western donors, researchers and the media creates opportunities for the returnees to regain respect in their communities. Emphasising the role of performativity in identity formation, I use the metaphor of a theatrical play. Initially scripted by the EU border-externalisation policies, the return-migration play has evolved to fit in local political realities. On the frontstage, returnees were adjusting to the EU counter-migration agenda, testifying about the risks of irregular migration. Backstage, however, they kept pursuing their migration aspirations, also using the returnee identity to establish themselves in the city and gain some level of political recognition.

A Study Evaluating Consumer Motivations, Perceptions, and Responses to Direct-to-Consumer Canine Genetic Test Results.

Direct-to-consumer genetic services allow companion animal guardians to purchase a DNA test and receive detailed results about their pet's ancestry, health, and traits results. In collaboration with Wisdom Panel, we present novel findings about consumer motivations, perceptions, and responses to their use of canine genomic services. Wisdom Panel customers were invited to complete an online survey anonymously in which they were asked about their reasons for using a genetic test for their dog, how they perceived the test's results, and how they responded to the results they received. Participant data revealed most utilized a test that provided more ancestry/breed results (75.9%) as compared to health-related results. The majority of participants perceived the breed test results as accurate (52.0% strongly agree, 27.6% somewhat agree) and the genetic services provided as having great value (49.6% strongly agree, 32.7% somewhat agreed). In responding to their dog's results, participants indicated they shared the information with family (88.1%) and friends (84.2%). Collectively, our study indicates consumers are more focused on their dog's ancestry than other test results. Using these findings and previous literature on human direct-to-consumer genetic testing, human-animal dyads, and identity construction, we consider the possibility of "breed options theory" and future areas of research.

Novice Chinese as a foreign language teachers' identity construction in primary schools in New Zealand from positioning and affordance perspectives.

While there has been an increase in research on Chinese as a foreign language (CFL) teachers' identity worldwide, limited attention has been drawn to CFL teachers' positioning and affordances to interpret their identity construction in an overseas context. To fill the gap, this study investigated seven novice CFL teachers' identity construction as Chinese language teachers in primary schools in New Zealand from positioning and affordance perspectives. Retrospective semi-structured interviews were adopted to understand how the novice CFL teachers were positioned, how they positioned themselves, and what affordances they perceived to be influential to their Chinese language teacher identity construction. The findings showed that the novice CFL teachers' identity construction was subject to the social, institutional, and individual levels of being positioned, self-positioning, and affordances. Specifically, (1) consistent self-positioning at the social, institutional, and individual levels could largely determine the novice CFL teachers' identity construction; (2) inconsistency of identities between being positioned and self-positioning at the social, institutional, and individual levels might weaken the novice CFL teachers' identity construction; (3) affordances as opportunities at the social, institutional, and individual levels could strengthen the novice CFL teachers' identity construction, whereas affordances as challenges could not. The study concluded with implications and limitations to inform future research.

Self-interpellation in narratives about craving: Multiple and unitary selves.

The concept of addiction seeks to explain why people act contrary to their own best interest. At the centre stage of addiction discourse is craving, conceptualised as a strong urge to use substances. This article analyses how talk therapies such as relapse prevention and self-help groups shape identity constructions and understandings of craving among clients. Drawing upon interviews with individuals who have engaged in talk therapies in Sweden, we analyse how craving is made up through 'self-interpellation', that is, personal narratives about past, present or future thoughts, feelings and actions. The main 'self-interpellation' included multiple selves, where craving was elided by the true self and only felt by the inauthentic self. Less dominant were narratives which drew on a unitary self that remained stable over time and had to fight craving. The notion of multiple selves appeared as a master narrative that the participants were positioned by in their identity constructions. We conclude that this multiplicity seems ontologically demanding for people who try to recover from substance use problems. A demystification of craving, in which neither substance effects nor malfunctioning brains are blamed for seemingly irrational thoughts and actions, may reduce the stigmatisation of those who have developed habitual substance use.

School EFL Teachers' Research Identity Construction in the Chinese University-School Community.

Despite a relatively large number of studies on teachers' identity development in the University-School community, few studies have explicitly focused on school EFL teachers' research identity construction. This study adopts the Activity Theory and examines three English as a foreign language (EFL) teachers from three middle schools in a University-School community in China. It investigates how three teachers constructed their research identity and what factors influenced the construction of their identities within the University-School activity system from the dual perspectives of the school and university teachers. Data are collected through semi-structured narrative interviews, triangulated by documents such as meeting minutes, and then analyzed by NVivo 12. The findings of this study show that (1) the University-School collaborative program helps form a University-School community of both teaching and research; (2) in this community, school EFL teachers continuously construct their identities in a spiral process of "practitioner" and "researcher"; (3) it highlights the internal factors containing the research experience and the stage of career and the external factors including the curriculum reform context and the communication in the community. The findings carry important implications for school EFL teachers' research identity construction and professional development in the University-School cooperation.

"You Could Tell I Said the Wrong Things": Constructions of Sexual Identity Among Older Gay Men in Healthcare Settings.

Older gay men commonly conceal their sexual identity in healthcare settings due to past experiences and expectations of encountering stigma and discrimination in these contexts. Although insights on how older gay men construct their sexual identity in healthcare may help contextualize this phenomenon, this question remains under-explored. Accordingly, we present the findings of a secondary grounded theory analysis of individual interview data, which we originally collected to examine the healthcare experiences of 27 gay men ages 50 and over, to explore constructions of sexual identity among the group. Our findings broadly reveal that older gay men's varying exposure to intersecting systems of oppression, together with their perceptions of different healthcare settings, may be critical in shaping their constructions of sexual identity in these contexts. Our research supports the need for healthcare policies and practices that address stigma and discrimination as salient barriers to sexual identity disclosure among older gay men.

A discursive study exploring the professional identities of registered nurses employed in older person residential care settings.

BACKGROUND: The phenomenon of an ageing population is being experienced globally requiring the ongoing provision of residential care services. A large number of registered nurses work in these settings; however, many challenges exist in their recruitment and retention. OBJECTIVES: To explore professional identities and emerging discourses of registered nurses working in older person residential care settings. METHODS: This study employed a discursive-based research methodology with a central focus on the role language, and discourses play in identity construction. Fourteen in-depth narrative interviews were completed with registered nurses in residential care settings in the Republic of Ireland. Thematic analysis was underpinned by a critical discursive psychology framework. RESULTS: Four key identities and related discourses emerged: 'skilled professional identity', 'person-centred identity', 'subordinate identity' and 'product of healthcare reform identity'. Discourses presented contrasting professional identities held by nurses in residential care settings; on the one hand, they employed positive professional and person-centred discourses, while on the other hand, tensions associated with healthcare reform and a subordinate identity exist. CONCLUSIONS: This study presents unique insights into how registered nurses in residential care construct their professional identity and in doing so, enhances opportunities to promote recruitment and marketing in this setting. Equally, the challenges and opportunities of healthcare reform require sensitive management so that the professional identity of nurses working in residential care is enhanced and protected. IMPLICATIONS FOR PRACTICE: How registered nurses working in residential care settings view their professional identity directly impacts on attitudes and behaviours and the subsequent delivery of care. Greater understanding and insight into how they construct their professional identity may enhance recruitment and retention initiatives. Study results also provide an opportunity for policymakers and service providers to create more positive working environments that promote professional identity development for this nursing group.

Analytic autoethnography of familial and institutional social identity construction of My Dad with Alzheimer's: In the emergency room with Erving Goffman and Oliver Sacks.

This paper analyzes variable social identity construction for my Dad over his last two years, within his family, and then within several institutions, before he died of Alzheimer's Disease (AD). This article makes epistemic and methodological contributions to research on persons with AD by using analytic autoethnography and long-term ethnographic case development to trace processes by which my Dad's evolving social identity was constructed -- and increasingly socially constructed -- as his memory became more impaired and he moved from home into several institutions. It analyzes how our family resisted his conversion into an "AD patient" - the stigmatized sum of his symptoms - but engaged in what felt like Goffmanian betrayals to care for him. The paper recognizes the value and need to fight the image of AD as social death in research, the medical system, and popular understanding, but proposes a family Memory-Relationship self to conceptually capture the trauma many families feel as AD increasingly impairs the loved one with AD and leads to their death (unless they die of something else first). My Dad's placement in five institutions in six months created awful natural experiment-like leverage, because he was alternatively constructed in institutions as a legally competent adult, a dangerous patient, and an AD patient, and often responded correspondingly.

An autobiographical narrative inquiry of academic identity construction of PhD candidates through L2 authorship development.

In two recent decades, academic authorship and construction of (academic) identity, more specifically in graduate bilingual/multilingual writers, have drawn attention in second language (L2) writing studies. From 'social identity' framework, the interconnection between bilingualism/multilingualism status and academic writing has played a very critical role in construction of their academic identity. Regarding this topic, autobiographical narratives proved a valuable methodological approach to understand deeply graduate bilingual/multilingual writers' insights about their academic authorship identity in their own words. There are very few studies that have examined the insights of individual graduate writers from their own words in narratives approach. More specifically, this issue has been less examined in English PhD programs which play a critical role in writing education. Thus, the present study, through Tajfel's (1978) social identity framework and autobiographical narratives, aims to create an effective platform for future graduate bilingual/multilingual writers' studies, in particular PhD candidates in English programs. To this end, the insights of two PhD bilingual/multilingual graduates in an English program have been examined to explore their insights about the interconnection between their bilingualism/multilingualism status and academic writing. This study also explores possible affordances and potential difficulties in constructing their academic authorship identity. The findings revealed that bilingualism/multilingualism status has influenced and constructed multiple identities for the two participant narrators in their academic writing education. Moreover, the findings readdressed the very significant role of higher education, and teaching profession that influenced and constructed academic identity of graduate writers. Finally, the current study offers some suggestions for future studies of graduate bilingual/multilingual L2 writing; it ends with implications for L2 writing education development.

Well-Being of Lesbian, Gay, Bisexual Youth: The Influence of Rural and Urban Contexts on the Process of Building Identity and Disclosure.

The study investigates how the territorial community can influence the individual and social well-being of lesbian, gay, bisexual (LGB) youth and especially the recognition of their feelings and the construction of their own identity as well as their needs to be socially recognized. This research focuses on the experiences of 30 LGB individuals (23 males and 7 females), with a mean age of 25.07 years (SD = 4,578), living in urban and rural areas of Southern Italy. Focalized open interviews were conducted, and the Grounded Theory Methodology, supported by the Atlas.ti 8.0 software, was used for data analysis. The textual material was first coded, and then codes were grouped into five macro-categories: Freedom of identity expression in the urban and rural context, identity construction and acceptance process, need of aggregation and identification with the LGB community, role of the interpersonal relationship in the process of identity acceptance, socio-cultural context, and LGB psychological well-being. The results showed a condition common to the two contexts that we can define as "ghettoization." The young LGB is alone in the rural area due to a lack of places and people to identify with and greater social isolation. On the contrary, although there are more opportunities in the urban area, young people feel stigmatized and ghettoized because "their places" are frequented exclusively by the lesbian, gay, bisexual, transexual, queer (LGBTQ) community. The work will extensively discuss the limitations of the research, future proposals, and the practical implications of the results.

The sociolinguistics of lisping: a review.

This article presents a review of the lisping research literature with the aim of providing a framework for the consideration of the sociolinguistics of lisping. We consider, in turn, the nature of lisping, the construction of identity through speech, the nature of stigma, and, in particular, stigma associated with communication disorders and especially lisping. Further, we examine two aspects of the literature on lisping in more detail: lisping as minor bodily stigma and lisping and the internet. We conclude that experiential research on identity construction at the level of the individual, and stigma theory at a collective speech community level, support the case for viewing the sociolinguistics of lisping as a legitimate field of study and establishing a framework for acknowledgment of and further investigation into the self-identified adult who lisps.

" This Has to Do With My Identity. And I Don't Want to Make it Totally Transparent." Identity Relevance in the Attitudes of Affected People and Laypersons to the Handling of High-Throughput Genomic Data.

With the establishment of genome sequencing, the influence of genomic information on self-understanding and identity construction has become increasingly important. New sequencing methods far exceed previous genetic tests in terms of scope and quantity. Despite theoretical approaches, however, there are few empirical findings on the identity-relevant influence of genomic information. The present study examines genomic information's identity-relevant influences and considers whether developments in the field of genome sequencing may generate problems that are not yet addressed by existing identity concepts based on traditional genetic tests. The study is based on 10 partially standardized interviews with personally affected persons and four focus groups with medical laypersons as representatives of the public, which were evaluated on the basis of qualitative content analysis. As a result, this paper presents five thematic areas with identity-relevant references within subjective attitudes toward the handling of genomic information, and also derives two basic identity concepts. The results indicate that the lay discourse is still strongly based on older debates about genetic testing and that the view on the complexity of genomic information established in the scientific context has thus far no influence on the perspectives either of those affected or laypersons.