This volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of second/foreign language teacher agency through a variety of types of empirical data. It also demonstrates the use of different methodologies or analytic tools to study the multidimensional, dynamic and complex nature of second/foreign language teacher agency. The chapters draw on a range of theories and approaches to language teacher agency (including ecological theory, positioning theory, complexity theory and actor-network theory) that expand our understanding of the concept, while at the same time presenting various analytic approaches such as discourse studies and narrative inquiry. The chapters also analyze the connection of agency to other relevant topics, such as teacher identity, emotions, positioning and autonomy.
Содержание
Chapter 1. Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, Gergana Vitanova: Introduction
Chapter 2. Hayriye Kayi-Aydar: Language Teacher Agency: Major Theoretical Considerations, Conceptualizations, and Methodological Choices
SECTION I: LANGUAGE TEACHER AGENCY IN K-12 CONTEXTS
Chapter 3. Aliza Fones: Examining High School English Language Learner Teacher Agency: Opportunities and Constraints
Chapter 4. G. Sue Kasun, J. Spencer Clark, A. Jyoti Kaneria & Emmie Staker: “What if you don’t have boots, ” let alone bootstraps? An ELL Teacher’s Use of Narrative to Achieve and Generate Agency in the Face of Contextual Constraints
Chapter 5. Amber N. Warren: Language Teacher Agency and High-Stakes Teacher Evaluation: A Positioning Analysis
Chapter 6. Alison Stewart: Using Actor-Network Theory to Problematize Agency and Identity Formation of Filipino Teachers in Japan
Chapter 7. Michele Back: World Language Teachers Performing and Positioning Agency in Classroom Target Language Use
Chapter 8. Patricia Venegas-Weber: Bi/multilingual Teachers’ Professional Holistic Lives: Agency to Enact Inquiry-based and Equity-oriented Identities Across School Contexts
SECTION II: LANGUAGE TEACHER AGENCY IN ADULT ESL/EFL CONTEXTS
Chapter 9. Emily Edwards: English Language Teachers’ Agency and Identity Mediation through Action Research: A Vygotskian Sociocultural Analysis
Chapter 10. Wenjing Li & Peter De Costa: Problematizing English Language Teaching in China through a Local Chinese English Teacher Agency Lens
Chapter 11. Patricia Mayes: Teacher Authority and the Collaborative Construction of Agency in Second Language Writing Instruction
Chapter 12. Karin Zotzmann: Language Teacher Agency: A Critical Realist Perspective
Chapter 13. Xia Chao: Volunteer Teacher Agency in a Church-based ESL Program: An Ethnography
Chapter 14. Priti Sandhu: English Language Instructors, Medium of Education, and Professional Agency: An Indian Perspective
Afterword. Anne Feryok
Index
Об авторе
Gergana Vitanova is an Associate Professor at the University of Central Florida, USA.
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