This research study took place in a public school in Bogota with 38 students from 7th grade who were among 12 and 16 years of age. This qualitative action research intends (a) to identify discourses students draw on to construct social identities in the EFL classroom b) to describe social identities constructed discursively in relation to gender-based short stories and c) to study the potential relationship between these discursively constructed social identities in gendered-related reading activities and foreign language learning. Data was collected by observing and analyzing three pedagogical units, which were designed by following the stages of the Task Based Learning Approach (TBL). Besides that, I used field notes, video and audio recordings and students´ artifacts. Data was analyzed by following the steps proposed by Grounded theory (GT) (Charmaz, 2006) and the principles of Critical Classroom Discourse Analysis (CCDA) (Kumaravadivelu, 1999). Data revealed a main category and three subcategories, which showed the relationship between the gender-based short stories read by the students and the identities they portrayed during the lessons.

中文翻译：

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通过基于性别的短篇小说构建EFL学生的社会身份

这项研究是在波哥大的一所公立学校进行的，有38名来自7年级的学生分别在12岁和16岁之间。这项定性行动研究旨在（a）识别学生在EFL课堂中构建社会身份所使用的话语b）描述与基于性别的短篇小说相关的以话语方式建构的社会身份，以及c）研究这些以话语方式建构的话语之间的潜在关系与性别相关的阅读活动和外语学习中的社会身份。通过观察和分析三个教学单元来收集数据，这三个教学单元是按照基于任务的学习方法（TBL）的各个阶段设计的。除此之外，我还使用了现场笔记，视频和音频记录以及学生的文物。按照基础理论（GT）（Charmaz，2006）和关键课堂话语分析（CCDA）的原则（Kumaravadivelu，1999）提出的步骤对数据进行分析。数据显示了一个主要类别和三个子类别，这些类别显示了学生阅读的基于性别的短篇小说与他们在课程中表现出的身份之间的关系。