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.
Cuprins
Nathanael Rudolph, Ali Fuad Selvi, and Bedrettin Yazan: Introduction: The Complexity of Identity and Interaction in Language Education
Section I: Learners, Teachers, and the “Ares, ” “Cans” and “Shoulds” of Being and Becoming
Chapter 1: Syed Abdul Manan, Maya Khemlani David, Liaquat Ali Channa and Francisco Perlas Dumanig: The Monolingual Bias: A Critique of Idealization and Essentialization in ELT in Pakistan
Chapter 2: Meike Wernicke: Constructing “Other” Identities as a French Second Language Teacher
Chapter 3: Lobat Asadi, Stephanie Moody and Yolanda Padrón: “English is the Commercial Language Whereas Spanish is the Language of My Emotions:” An Exploration of TESOL and Bilingual Teacher Identity and Translanguaging Ideologies
Chapter 4: Véronique Lemoine-Bresson: Identity Dynamics in the Speeches of Language Teachers’ in French and German Primary Schools: How Do They Go About Constructing “Interculturality”?
Chapter 5: Jeremy Gombin-Sperling and Melanie Baker Robbins: English in Cuba: Reflections on a Study of Cuban Teachers’ and Students’ Relationships to English
Section II: Teacher Identity As/In/Beyond Practice
Chapter 6: Şeyma Toker: From Being a Language Teacher to Becoming a Graduate Student-Teacher: in the Midst of Professional Identities
Chapter 7: Naashia Mohamed: Who am I and Where Do I Fit In: A Narrative Analysis of One Teacher’s Shifting Identities
Chapter 8: April Salerno and Elena Andrei: Suntem Profesori / We Are Teachers: Self-Exploration as a Pathway to Language Teacher Education
Chapter 9: Alfredo Urzúa: Teacher Identity Construction in Progress: The Role of Classroom Observations and Interactive Reflective Practices in Language Teacher Education
Chapter 10: Sedat Akayoğlu, Babürhan Üzüm and Bedrettin Yazan: Preservice Teachers’ Cultural Identity Construction in Telecollaboration
Section III: Learner Negotiations of Identity in and Beyond the Classroom
Chapter 11: Shinji Kawamitsu: Meaning-Making as a Site of Struggle: One Japanese Language Learner’s Negotiation with Identity and Writing
Chapter 12: Adolfo Arrieta and Nayibe Rosado: Negotiating Complex Identities through Positionings in On-Going Interaction: A Case Study in a Foreign Language Teacher Education Program in Colombia
Chapter 13: Sarah Hopkyns: Dancing Between English And Arabic: Complexities in Emirati Cultural Identities
Chapter 14: Eliana Hirano and Caroline Payant: The Story of Tabasum: An Exploration of a Refugee Student’s Developing Identities
Glenn Toh: Afterword
Despre autor
Nathanael Rudolph is an associate professor of sociolinguistics and language education at Kindai University in Higashiosaka, Japan. His research interests include critical approaches to language teacher and learner identity, and (in)equity in (and beyond) language education.
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