Face and Enactment of Identities in the L2 Classroom

AvJoshua Alexander Kidd

Inbunden, Engelska, 2016

Del 46 i serien New Perspectives on Language and Education

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Beskrivning

This book examines student identities as revealed through the pragmatics of face as observed in the context of English L2 classroom interaction between Japanese students and a native speaker teacher. Classroom recordings together with retrospective interviews reveal specific points during learning activities when the students’ and their teacher’s interpretations of classroom communication deviate from what was intended. This research study is a potent reminder that what students and teachers may consider as standard and conventionally acceptable language use and behaviour within the classroom context can differ dramatically according to social, cultural and individual frames of reference. The book outlines an innovative teacher professional development programme which encourages teachers to reflect on and, where desired, modify or discontinue existing pedagogic practices.

Produktinformation

Utgivningsdatum:2016-03-03
Mått:148 x 210 x 24 mm
Vikt:572 g
Format:Inbunden
Språk:Engelska
Serie:New Perspectives on Language and Education
Antal sidor:333
Förlag:Channel View Publications Ltd
ISBN:9781783094998

Utforska kategorier

Språkvetenskap och lingvistik inom Språk och ordböcker

Mer om författaren

Joshua Alexander Kidd has been involved extensively in teaching, curriculum development and education research in Japan for over 20 years. He holds a PhD in Linguistics from Macquarie University, Australia. His research interests include social pragmatics, discourse analysis, face, identity and politeness theory. As a teacher he focuses on promoting language acquisition while fostering cultural awareness, interest, respect and tolerance.

Recensioner i media

This timely book offers a theoretically engaging, deeply insightful and richly illustrated argument for the need in second language teaching and learning, teacher education and research, to (re)consider the construction of student identities as revealed through the pragmatics of face. It highlights the ways in which the students and their teacher interpret in diverse ways what it is that is going on and who it is that learners can be in classroom interaction, with consequences for the negotiation of face and the construction of identities.

Innehållsförteckning

ForewordResearch OriginsPart 1 Chapter 1: The ResearchChapter 2: English Education in JapanChapter 3: Pragmatics Chapter 4: Face/Identity and Politeness TheoryPart 2 Chapter 5: Methodology and Data Collection Part 3 Chapter 6: ResultsChapter 7: Face and Student Collaboration Chapter 8: Alignment to Japanese Identities Chapter 9: Teacher Use of L1 Japanese Chapter 10: The Right to Silence: Silence As An Act Of Identity Part 4 Chapter 11: Professional Development Conclusions and Implications References