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Criticality, Teacher Identity, and (In)equity in English Language Teaching = Issues and Implications /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Criticality, Teacher Identity, and (In)equity in English Language Teaching / edited by Bedrettin Yazan, Nathanael Rudolph.
其他題名:	Issues and Implications /
其他作者:	Yazan, Bedrettin.
面頁冊數:	XIII, 302 p. 10 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Language and languages—Study and teaching. -
電子資源:	https://doi.org/10.1007/978-3-319-72920-6
ISBN:	9783319729206

Criticality, Teacher Identity, and (In)equity in English Language Teaching = Issues and Implications /
Criticality, Teacher Identity, and (In)equity in English Language Teaching Issues and Implications /[electronic resource] :edited by Bedrettin Yazan, Nathanael Rudolph. - 1st ed. 2018. - XIII, 302 p. 10 illus.online resource. - Educational Linguistics,351572-0292 ;. - Educational Linguistics,22.

Foreword: Conceptualizing and Approaching Identity and Inequity: An Account of a Shifting Paradigm Ali Fuad Selvi -- Introduction: Apprehending Identity, Experience, and (In)equity Through and Beyond Binaries Bedrettin Yazan & Nathanael Rudolph -- PART I Problematizing and Reifying Binaries: Conceptual Transitions -- 1 Glocalization, English as a Lingua Franca, and ELT: Reconceptualizing Identity and Models for ELT in China Fan (Gabriel) Fang -- Power and Ownership within the NS/NNS Dichotomy I-Chen Huang -- Teachers’ Identities as ‘Non-native’ Speakers: Do They Matter in English as a Lingua Franca Interactions? Yumi Matsumoto -- The (Re)Construction of Self through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization Alvaro Hernán Quintero and Carmen Helena Guerrero -- English, Identity and the Privileging and Marginalizing of Transculturality Tamara Chung-Constant and Haiying Cao -- PART II Towards Destabilizing Binaries: Problematizing Essentialization and Idealization -- “What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Profession Christine Manara -- Accepting and Circumventing Native Speaker Essentialism Robert Weekly -- "I Speak How I Speak:” A Discussion of Accent and Identity within Teachers of ELT Alex Baratta -- Speakerhood as Segregation: The Construction and Consequence of Divisive Discourse in TESOL Damian Rivers -- “Legitimate” Concerns: A Duoethnography of Becoming ELT Professionals Amber Warren and Jaehan Park -- Significant Encounters and Consequential Eventualities: A Joint Narrative of Collegiality Marked by Struggles against Reductionism, Essentialism and Exclusion in ELT Masaki Oda and Glenn Toh -- Exploring Privilege and Marginalization in ELT: A Trioethnography of Three Diverse Educators Antoinette Gagné, Sreemali Herath, and Marlon Valencia -- Doing and Undoing (Non)nativeness: Glocal Perspectives from a Graduate Classroom Geeta Aneja -- Essentialization, Idealization, and Apprehensions of Local Language Practice in the Classroom Nathanael Rudolph.

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. .

ISBN: 9783319729206

Standard No.: 10.1007/978-3-319-72920-6doiSubjects--Topical Terms:

1254127
Language and languages—Study and teaching.

LC Class. No.: P51-P59.4

Dewey Class. No.: 407.1

Criticality, Teacher Identity, and (In)equity in English Language Teaching = Issues and Implications /
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