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31 produkter
31 produkter
Language Teacher Identity in TESOL
Teacher Education and Practice as Identity Work
Inbunden, Engelska, 2020
2 066 kr
Skickas inom 10-15 vardagar
This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.
2 189 kr
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This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT). //The book unpacks the dynamics of today’s landscape of language education which sees practitioners and students with nuanced personal and professional histories inhabit liminal spaces as they traverse national, cultural, linguistic, ideological, and political borders, thereby impacting their identity construction and engagement with pedagogies and practices across different educational domains. The volume draws on solo and collaborative autoethnographies of transnational language practitioners to question such well-established ELT binaries such as ‘center’/’periphery’ and ‘native’/non-native’ and issues of identity-related concepts such as ideologies, discourses, agency, and self-reflexibility. In so doing, the book also underscores the unique affordances of autoethnography as a methodological tool for better understanding transnational identity construction in ELT and bringing to the fore key perspectives in emerging areas of study within applied linguistics. //This dynamic collection will appeal to students, scholars, and practitioners in English language teaching, applied linguistics, TESOL education, educational linguistics, and sociolinguistics.
584 kr
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This volume seeks to add to our understanding of how language is constructed in late capitalist societies. Exploring the conceptual and theoretical underpinnings of the so-called "commodification of language" and its relationship to the notion of linguistic capital, the authors examine recent research that offers implications for language policy and planning. Bringing together an international group of scholars, this collection includes chapters that address whether or not language can rightly be referred to as a commodity and, if so, under what circumstances. The different theoretical foundations of understanding language as a resource with exchange value – whether as commodity or capital – have practical implications for policy writ large. The implications of the "commodification of language" in more empirical terms are explored, both in terms of how it affects language as well as language policy at more micro levels. This includes more specific policy arenas such as language in education policy or family language policies as well as the implications for individual identity construction and linguistic communities. With a conclusion written by leading scholar David Block, this is key reading for researchers and advanced students of critical sociolinguistics, language and economy, language and politics, language policy and linguistic anthropology within linguistics, applied linguistics, and language teacher education.
2 189 kr
Skickas inom 10-15 vardagar
This volume seeks to add to our understanding of how language is constructed in late capitalist societies. Exploring the conceptual and theoretical underpinnings of the so-called "commodification of language" and its relationship to the notion of linguistic capital, the authors examine recent research that offers implications for language policy and planning. Bringing together an international group of scholars, this collection includes chapters that address whether or not language can rightly be referred to as a commodity and, if so, under what circumstances. The different theoretical foundations of understanding language as a resource with exchange value – whether as commodity or capital – have practical implications for policy writ large. The implications of the "commodification of language" in more empirical terms are explored, both in terms of how it affects language as well as language policy at more micro levels. This includes more specific policy arenas such as language in education policy or family language policies as well as the implications for individual identity construction and linguistic communities. With a conclusion written by leading scholar David Block, this is key reading for researchers and advanced students of critical sociolinguistics, language and economy, language and politics, language policy and linguistic anthropology within linguistics, applied linguistics, and language teacher education.
Language Teacher Identity in TESOL
Teacher Education and Practice as Identity Work
Häftad, Engelska, 2022
565 kr
Skickas inom 10-15 vardagar
This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.
2 066 kr
Skickas inom 10-15 vardagar
This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.
551 kr
Skickas inom 10-15 vardagar
This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.
655 kr
Skickas inom 10-15 vardagar
This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT). //The book unpacks the dynamics of today’s landscape of language education which sees practitioners and students with nuanced personal and professional histories inhabit liminal spaces as they traverse national, cultural, linguistic, ideological, and political borders, thereby impacting their identity construction and engagement with pedagogies and practices across different educational domains. The volume draws on solo and collaborative autoethnographies of transnational language practitioners to question such well-established ELT binaries such as ‘center’/’periphery’ and ‘native’/non-native’ and issues of identity-related concepts such as ideologies, discourses, agency, and self-reflexibility. In so doing, the book also underscores the unique affordances of autoethnography as a methodological tool for better understanding transnational identity construction in ELT and bringing to the fore key perspectives in emerging areas of study within applied linguistics. //This dynamic collection will appeal to students, scholars, and practitioners in English language teaching, applied linguistics, TESOL education, educational linguistics, and sociolinguistics.
Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics
Autoethnographic Accounts
Inbunden, Engelska, 2023
1 800 kr
Skickas inom 10-15 vardagar
This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emotions, encouraging current or former doctoral students to engage in the critical reflection of their own experiences. Chapters are divided into four themes: interrelating multiple identities, navigating and negotiating in-betweenness, engaging emotions and wellbeing, and establishing support systems. Offering unique perspectives from a global spread of Ph.D. candidates, this book will be highly relevant reading for researchers and prospective or current doctoral students of applied linguistics, language education, TESOL, and LOTE. It will also be of interest to those interested in higher education, dissertation research, and autoethnography as a method.
Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics
Autoethnographic Accounts
Häftad, Engelska, 2024
565 kr
Skickas inom 10-15 vardagar
This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emotions, encouraging current or former doctoral students to engage in the critical reflection of their own experiences. Chapters are divided into four themes: interrelating multiple identities, navigating and negotiating in-betweenness, engaging emotions and wellbeing, and establishing support systems. Offering unique perspectives from a global spread of Ph.D. candidates, this book will be highly relevant reading for researchers and prospective or current doctoral students of applied linguistics, language education, TESOL, and LOTE. It will also be of interest to those interested in higher education, dissertation research, and autoethnography as a method.
2 066 kr
Skickas inom 10-15 vardagar
Addressing the critical issue of teacher identity tensions, this edited volume looks at the tensions between teachers’ instructional beliefs, values, and priorities, and the contextual constraints and requirements. It examines how teachers deal with these tensions to avoid demotivation and burnout, which play a significant role in identity construction. Tensions are inseparable from growth and transformation but have the potential to disrupt teacher identity construction. Therefore, continual efforts to resolve tensions in teaching are inevitable. The process of resolution or reconciliation might be extended, and teachers could need support in that process to minimize the possible negative impacts on their identities. This process can simultaneously generate positive outcomes for teachers’ growth and learning. Therefore, how teachers perceive, respond to, and grapple with tensions are critical experiences that offer windows into the complexities of teacher identity negotiation.The volume paints a picture of the personal, professional, and political dimensions of teacher identity tensions in various international contexts. The chapters draw on empirical studies with clear pedagogical implications to illustrate what identity tensions language teachers face in and outside the classroom during their career trajectory, how language teachers cope with identity tensions in their professional life, and how teacher educators can integrate identity tensions into teacher learning activities.This book is beneficial for students and lecturers in applied linguistics, educational linguistics, and educational psychology. It will also be helpful of interest to teacher educators, teacher education researchers, teacher supervisors, and MA and doctoral students interested in research on language teacher identity.
605 kr
Skickas inom 10-15 vardagar
Addressing the critical issue of teacher identity tensions, this edited volume looks at the tensions between teachers’ instructional beliefs, values, and priorities, and the contextual constraints and requirements. It examines how teachers deal with these tensions to avoid demotivation and burnout, which play a significant role in identity construction. Tensions are inseparable from growth and transformation but have the potential to disrupt teacher identity construction. Therefore, continual efforts to resolve tensions in teaching are inevitable. The process of resolution or reconciliation might be extended, and teachers could need support in that process to minimize the possible negative impacts on their identities. This process can simultaneously generate positive outcomes for teachers’ growth and learning. Therefore, how teachers perceive, respond to, and grapple with tensions are critical experiences that offer windows into the complexities of teacher identity negotiation.The volume paints a picture of the personal, professional, and political dimensions of teacher identity tensions in various international contexts. The chapters draw on empirical studies with clear pedagogical implications to illustrate what identity tensions language teachers face in and outside the classroom during their career trajectory, how language teachers cope with identity tensions in their professional life, and how teacher educators can integrate identity tensions into teacher learning activities.This book is beneficial for students and lecturers in applied linguistics, educational linguistics, and educational psychology. It will also be helpful of interest to teacher educators, teacher education researchers, teacher supervisors, and MA and doctoral students interested in research on language teacher identity.
Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research
Inbunden, Engelska, 2025
2 066 kr
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This volume brings together researchers from around the world, including Mexico, USA, China, Japan, Iran, Turkiye, Indonesia and the UAE, conducting qualitative research in the field of language teacher education.Each chapter highlights cutting-edge research in language teacher education with particular emphasis on non-traditional research methods, including autoethnography, narrative inquiry, participatory action research, and video-cued multivocal ethnography. The contributors discuss the methodological challenges experienced by the researcher(s) and participants in each study and share their recommendations for best practice. Discussion questions and research activities and assignments are included at the end of each chapter.Designed for students at both the advanced undergraduate and graduate levels, this volume is an essential guide for researchers interested in qualitative research methods, language teacher education, reflexivity and researcher positionality.
1 394 kr
Kommande
This book explores the value and affordances of critical autoethnography, an established qualitative research methodology, for the construction of language teachers’ professional identities. Bedrettin Yazan responds to calls in recent scholarship for the incorporation of practitioners in the construction of their own professional knowledge and identities, the use of narrative as a tool for knowledge generation and identity construction, and the integration of identity as an explicit goal in language teacher education practices. He showcases examples of teacher candidates’ autoethnographic work from three different groups of language teacher candidates in two university-based teacher education programmes. Through the narration and analysis of the researchers’ own stories, the author discusses the potential of autoethnographic activity for the reconceptualization of language teachers as active agents in their own professional learning. He also discusses how these methodological procedures might be enriched by collaboration with colleagues, by potentially writing collaborative autoethnographies.
1 175 kr
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This book presents a model of transformative, empowering and critically oriented language teacher education to prepare English teachers to implement Global Englishes Language Teaching (GELT). GELT’s importance to learners’ needs for communication in the globalized world means that it receives tremendous interest from language teacher educators worldwide, underlining the risks posed by gaps in teachers’ knowledge of how to implement it. This book fills in those gaps, with accessible theoretical foundations and practical examples drawn from the successful work of the M.Ed. in Teaching English as a Global Language (TEGL) at Burapha University, Thailand.Through critically oriented frameworks, the TEGL program equips in-service English teachers with a critical lens to examine their current practices, challenge the sociocultural and educational backgrounds that teachers bring into teacher education, and empower them in transforming their classroom practices to correspond with the GELT paradigm.The book highlights how the global spread of English impacts language teacher education, discusses the theoretical foundations underlying the design of teacher education for GELT, addresses the knowledge base for preparing teachers to use GELT and examines the applications of teacher education for GELT. It is vital reading for graduate students, teacher educators, and researchers in language teacher education and beyond.
471 kr
Kommande
This book presents a model of transformative, empowering and critically oriented language teacher education to prepare English teachers to implement Global Englishes Language Teaching (GELT). GELT’s importance to learners’ needs for communication in the globalized world means that it receives tremendous interest from language teacher educators worldwide, underlining the risks posed by gaps in teachers’ knowledge of how to implement it. This book fills in those gaps, with accessible theoretical foundations and practical examples drawn from the successful work of the M.Ed. in Teaching English as a Global Language (TEGL) at Burapha University, Thailand.Through critically oriented frameworks, the TEGL program equips in-service English teachers with a critical lens to examine their current practices, challenge the sociocultural and educational backgrounds that teachers bring into teacher education, and empower them in transforming their classroom practices to correspond with the GELT paradigm.The book highlights how the global spread of English impacts language teacher education, discusses the theoretical foundations underlying the design of teacher education for GELT, addresses the knowledge base for preparing teachers to use GELT and examines the applications of teacher education for GELT. It is vital reading for graduate students, teacher educators, and researchers in language teacher education and beyond.
1 175 kr
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An exploration of how criticality can be developed among language teachers. This book is designed for teacher educators who are preparing teachers to work in a variety of global language education settings including pre-kindergarten through 12 bilingual classrooms and Sheltered English Immersion (SEI), as well as adult and community TESOL courses. Through vignettes that highlight their own journey as critical teacher educators, Christine Montecillo Leider and Johanna M. Tigert provide insight into how they address various challenges of language teacher education, including a banking model approach to language education and the need to de-center both the English language and American approach to language education.Each chapter offers a variety of reflective activities that both early career and veteran teacher educators can use to enhance their own development as critical teacher educators. Further, the authors provide a roadmap for how these reflective activities can be adopted to foster criticality among language teachers. Grounded in critical pedagogy and critical friendship, this book translates critical theory to praxis, providing a guide for teacher educators who seek to transform their approach to teacher education practice.
Telecollaboration in Language Teacher Education
Professional Learning, Identities and Ideologies
Inbunden, Engelska, 2026
1 175 kr
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This exploration of telecollaboration (or virtual exchange) studies in language teacher education considers its potential role in preparing teachers to work in linguistically and culturally diverse settings. More and more language teacher educators are using telecollaboration as an essential component in their courses in order to connect teacher candidates from different geographical locations and ethnolinguistic backgrounds. Part I looks at the foundation of telecollaboration in language teacher education. Part II includes empirical evidence and global case examples related to telecollaboration to illustrate the benefits and challenges of incorporating telecollaboration to support interaction between the non-native speakers. Finally, Part III provides insights into employing telecollaboration for intercultural professional development. This book explores teacher candidates’, teachers’, and teacher educators’ professional learning, identities, and ideologies during their participation in transnational telecollaborative projects.
Del 7 - Psychology of Language Learning and Teaching
Complexity of Identity and Interaction in Language Education
Häftad, Engelska, 2020
606 kr
Skickas inom 5-8 vardagar
This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.
Del 7 - Psychology of Language Learning and Teaching
Complexity of Identity and Interaction in Language Education
Inbunden, Engelska, 2020
1 847 kr
Skickas inom 5-8 vardagar
This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.
Del 107 - New Perspectives on Language and Education
Transnational Research in English Language Teaching
Critical Practices and Identities
Häftad, Engelska, 2022
432 kr
Skickas
This edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.
Del 107 - New Perspectives on Language and Education
Transnational Research in English Language Teaching
Critical Practices and Identities
Inbunden, Engelska, 2022
938 kr
Skickas
This edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.
Transnational Research in English Language Teaching : Critical Practices and Identities
Engelska, 2022
2 191 kr
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Transnational Research in English Language Teaching : Critical Practices and Identities
Engelska, 2022
2 178 kr
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Del 93 - New Perspectives on Language and Education
Transnational Identities and Practices in English Language Teaching
Critical Inquiries from Diverse Practitioners
Häftad, Engelska, 2021
624 kr
Skickas inom 5-8 vardagar
The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new ‘liminal’ spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western ‘peripheries’, but also peripheries created within the ‘center’ when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces.
Del 93 - New Perspectives on Language and Education
Transnational Identities and Practices in English Language Teaching
Critical Inquiries from Diverse Practitioners
Inbunden, Engelska, 2021
1 901 kr
Skickas inom 5-8 vardagar
The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new ‘liminal’ spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western ‘peripheries’, but also peripheries created within the ‘center’ when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces.
Transnational Identities and Practices in English Language Teaching : Critical Inquiries from Diverse Practitioners
Engelska, 2021
2 426 kr
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Transnational Identities and Practices in English Language Teaching : Critical Inquiries from Diverse Practitioners
Engelska, 2021
2 426 kr
Tillfälligt slut
Del 35 - Educational Linguistics
Criticality, Teacher Identity, and (In)equity in English Language Teaching
Issues and Implications
Häftad, Engelska, 2019
1 553 kr
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This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.
485 kr
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This book presents an exploration of autoethnography in language education research as a qualitative method with the potential to decolonize language education practices and include marginalized scholars in knowledge generation.