Language Teacher Identity As A Site Of Struggle For Recognition A Narrative Understanding Of An English Teachers Identity Construction
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| Author | : Patrick M. Jenlink |
| Publisher | : R&L Education |
| Total Pages | : 298 |
| Release | : 2014-04-09 |
| Genre | : Education |
| ISBN | : 1607095769 |
Teacher identity is shaped by recognition or its absence, often by misrecognition of others. Recognition as a teacher, or the strong and complex identification with one’s professional culture and community, is necessary for a positive sense of self. Increasingly, teachers are entering educational settings where difference connotes not equal, better/worse, or having more/less power over resources. Differences between discourses of identity are braided at many points with a discourse of racism, both interpersonal and structural. Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society. Importantly, the authors illuminate many of the often problematic structures of schooling and the cultural politics that work to define one’s identity – drawing into specific relief the nature of the struggle for recognition that all face who choose to entering teaching as a profession.
| Author | : Tom Morton |
| Publisher | : Edinburgh University Press |
| Total Pages | : 191 |
| Release | : 2018-05-15 |
| Genre | : Foreign Language Study |
| ISBN | : 074865612X |
Analyses how different English language teacher identities and power relationships are oriented to and made relevant in social interaction.
| Author | : Bedrettin Yazan |
| Publisher | : Routledge |
| Total Pages | : 279 |
| Release | : 2020-04-22 |
| Genre | : Education |
| ISBN | : 1000076105 |
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.
| Author | : Julia Herschensohn |
| Publisher | : Cambridge University Press |
| Total Pages | : 0 |
| Release | : 2018-09-06 |
| Genre | : Foreign Language Study |
| ISBN | : 9781108733748 |
What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction.
| Author | : Janet Alsup |
| Publisher | : Routledge |
| Total Pages | : 251 |
| Release | : 2006-08-15 |
| Genre | : Education |
| ISBN | : 1135600139 |
Addresses the various types of discourse within the process of professional identity development. This work emphasizes that the intersection of the personal and professional in teacher identity formation is more complex, and accents the need for teacher educators to take steps to facilitate such integration.
| Author | : Jian Tao |
| Publisher | : Cambridge University Press |
| Total Pages | : 115 |
| Release | : 2021-11-18 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1108912575 |
This Element aims to elucidate the concept of language teacher agency by exploring the 'what' question, offering major conceptualisations of agency and explaining how they shape the way we approach teacher agency. The authors then continue with the 'why' question, and elaborate on the reasons that language teacher agency matters, based on a discussion of the varied purposes of teacher agency at multiple levels. They also acknowledge that teacher agency does not operate alone, and discuss how it intersects with such concepts as teacher identity, emotion, belief and knowledge. Based on this, they identify ways to promote teacher agency through making changes to contexts and/or actors. They then introduce the concept of collective agency and propose a multi-layered model based on an illustrative study. The Element ends with a call for a trans-perspective on understanding language teacher agency so as to facilitate the professional development of language teachers.
| Author | : Carol Griffiths |
| Publisher | : Cambridge University Press |
| Total Pages | : 351 |
| Release | : 2020-04-30 |
| Genre | : Education |
| ISBN | : 1108489265 |
Explains how good language teachers work, drawing on teacher training theory as well as many examples and case studies.
| Author | : Le Ha Phan |
| Publisher | : Multilingual Matters |
| Total Pages | : 217 |
| Release | : 2008 |
| Genre | : Foreign Language Study |
| ISBN | : 1847690483 |
Drawing on both Western and Asian theoretical frameworks, this book showcases the complexity and sophistication of the negotiations that EIL (English as an international language) teachers have to make when their identities are challenged by values and practices that seem contradictory to their own.
| Author | : Jane Danielewicz |
| Publisher | : State University of New York Press |
| Total Pages | : 230 |
| Release | : 2001-07-19 |
| Genre | : Education |
| ISBN | : 0791490475 |
2001 CHOICE Outstanding Academic Title This is a book about how identities arise, in particular, about how individuals "become" teachers, and how pedagogy in teacher education programs can promote identity development. Teaching Selves argues that being a teacher is not a matter of simply adopting a role but rather involves the construction of an identity as a teacher. Focusing on identity, the book tells the stories of six undergraduate students enrolled in a secondary teacher education program at a large state university. Through a qualitative study made up of interviews, observations, and teaching experiences with the subjects over a three-year period, the author explains the process of becoming a teacher, concentrating on the influences of education courses and other features of the teacher education program. Filled with students' stories and personal reflections from the author, Teaching Selves offers a personal vision of what is possible in a very public endeavor—the education of new teachers.
| Author | : Anne Burns |
| Publisher | : Cambridge University Press |
| Total Pages | : 731 |
| Release | : 2009-03-23 |
| Genre | : Foreign Language Study |
| ISBN | : 1107376459 |
This collection provides an overview of current issues, debates, and approaches in Second Language Teacher Education (SLTE) presented by internationally prominent researchers, educators, and emerging scholars. Chapters address such issues as distance education, non-native English-speaking educators, technology, assessment, standards, and the changing contexts of contemporary language teaching and teacher education.
