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Samimy, K., Kim, S., Ahlee, J., & Kasai, M. (2011). A Participative Inquiry in a TESOL Program: Development of Three NNES Graduate Students’ Legitimate Peripheral Participation to Fuller Participation. The Modern Language Journal, 95, 558-574.
https://doi.org/10.1111/j.1540-4781.2011.01247.x

has been cited by the following article:

• TITLE: Learning as Changing Identity Investment in Social Practice, Discourse Analysis of a Peer Feedback Activity

  AUTHORS: Chunxian Zheng, Xueying Huang

  KEYWORDS: Language Learning, Social Learning Theory, Identity Investment, Community of Practice, Peer Feedback Activity, Discourse Analysis

  JOURNAL NAME: Advances in Applied Sociology, Vol.7 No.2, February 28, 2017

  ABSTRACT: Using discourse analysis and social learning theory (Wenger, 1998, 2000, 2010), this article analyzes the peer interactions of a group of four college learners of English in a peer feedback activity with the focus on the writer, the peripheral participant’s learning process. The study also uses ethnographical way to interpret the learners’ discourse actions in their participation in the four-member-learning-group as a part of the classroom community of practice. The focus of the analyses is on the practices for understanding how the writer witnesses his identity change in this collective revision and reconstruction activity of the draft. The study witnessed Sun’s increased participation in term of increased identity investment through two ways of interaction: core interaction within the CoP practice and boundary interaction.