Nyhet

Intersectionality and the Discursive Construction of English Teacher Identities in Japan

AvLuke Lawrence

Inbunden, Engelska, 2026

Del 33 i serien Psychology of Language Learning and Teaching

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Beskrivning

An impressive work, both methodologically and theoretically, which brings clear novelties to the flourishing field of language teacher identity research.This book aims to disrupt the native-speaker/non-native-speaker binary through a study of the construction of English teacher identities in Japan. The book suggests that macro discourses in the Japanese context, as well as institutional processes, are powerful forces in perpetuating native-speakerist discourses and ascribing identity labels.However, in self-identification and in interactions with students, the results are found to be more nuanced, with a complex picture of identity construction emerging that questions the binary nature of the “native speaker/non-native speaker” duality. This complexity rests on the intersectional nature of identity construction and highlights the importance of taking into account the intersectionality of a variety of identity markers when researching language teacher identity.

Produktinformation

Utgivningsdatum:2026-04-14
Mått:156 x 234 x 14 mm
Vikt:450 g
Format:Inbunden
Språk:Engelska
Serie:Psychology of Language Learning and Teaching
Antal sidor:174
Förlag:Multilingual Matters
ISBN:9781800419483

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Mer om författaren

Luke Lawrence is an Associate Professor in the College of Commerce at Nihon University in Japan. He has written widely on identity, intersectionality and translanguaging in the ELT field and is the co-editor of two books: Duoethnography in English Language Teaching (2020, with R.J. Lowe) and Discourses of Identity in Japan (2023, with M. Mielick and R. Kubota).

Recensioner i media

This book provides a welcome new perspective on the processes through which teacher identities are constructed. Lawrence‘s application of intersectionality to the study of language teacher identity contributes significantly to our understanding of the ways in which social, institutional, and interpersonal discourses can influence how we see ourselves, and how we are seen, as language teachers.

Innehållsförteckning

AcknowledgementsForeword: Gary BarkhuizenChapter 1. Setting the SceneChapter 2. Identity Theory and Language Teacher IdentityChapter 3. Native-Speakerism and the Japanese ContextChapter 4. MethodologyChapter 5. Data Collection and ParticipantsChapter 6. Case Study 1: SteveChapter 7. Case Study 2: EdChapter 8. Case Study 3: MarcoChapter 9. Case Study 4: AiChapter 10. Case Study 5: MayumiChapter 11. Case Study 6: CharlesChapter 12. DiscussionChapter 13. Conclusions, Implications and Ways ForwardReferencesIndex