Criticality, teacher identity, and (in)equity in English language teaching : issues and implications
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| Közreműködő(k): | |
| Különgyűjtemény: | e-book |
| Formátum: | könyv |
| Nyelv: | angol |
| Megjelenés: |
Cham : Springer International Publishing : Imprint: Springer,
2018
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| Kiadás: | 1st ed. 2018 |
| Sorozat: | Educational linguistics, ISSN 1572-0292 ; 35 |
| Tárgyszavak: | |
| Online elérés: | http://doi.org/10.1007/978-3-319-72920-6 |
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opac-EUL01-000976334 |
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| collection |
e-book |
| institution |
L_408 EUL01 |
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Criticality, teacher identity, and (in)equity in English language teaching issues and implications edited by Bedrettin Yazan, Nathanael Rudolph 1st ed. 2018 Cham Springer International Publishing Imprint: Springer 2018 XIII, 302 p. ill. ; online forrás szöveg txt rdacontent számítógépes c rdamedia távoli hozzáférés cr rdacarrier szövegfájl PDF rda Educational linguistics 1572-0292 35 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 -- Ess 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. Nyomtatott kiadás: ISBN 9783319729190 Nyomtatott kiadás: ISBN 9783319729213 Nyomtatott kiadás: ISBN 9783030102876 Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők. könyv e-book nyelvtanítás angol EUL10000366854 Y identitás szociolingvisztika EUL10001034608 Y társadalmi egyenlőtlenség EUL10000345545 Y nyelvtanítás angol társadalmi szempont EUL10000662570 Y Language and languages Study and teaching EUL10000037289 Y Applied linguistics EUL10000052042 Y Language and languages EUL10000038359 Y elektronikus könyv Yazan, Bedrettin szerkesztő EUL10001054695 Y Rudolph, Nathanael szerkesztő EUL10001047698 Y SpringerLink (Online service) közreadó testület Educational linguistics EUL10001011513 Y Online változat http://doi.org/10.1007/978-3-319-72920-6 EUL01 |
| language |
English |
| format |
Book |
| author2 |
Yazan, Bedrettin, szerkesztő Rudolph, Nathanael, szerkesztő |
| author_facet |
Yazan, Bedrettin, szerkesztő Rudolph, Nathanael, szerkesztő SpringerLink (Online service), közreadó testület |
| author_corporate |
SpringerLink (Online service), közreadó testület |
| author_sort |
Yazan, Bedrettin |
| title |
Criticality, teacher identity, and (in)equity in English language teaching : issues and implications |
| spellingShingle |
Criticality, teacher identity, and (in)equity in English language teaching : issues and implications Educational linguistics, ISSN 1572-0292 ; 35 nyelvtanítás -- angol identitás -- szociolingvisztika társadalmi egyenlőtlenség nyelvtanítás -- angol -- társadalmi szempont Language and languages -- Study and teaching Applied linguistics Language and languages elektronikus könyv |
| title_sub |
issues and implications |
| title_short |
Criticality, teacher identity, and (in)equity in English language teaching |
| title_full |
Criticality, teacher identity, and (in)equity in English language teaching issues and implications edited by Bedrettin Yazan, Nathanael Rudolph |
| title_fullStr |
Criticality, teacher identity, and (in)equity in English language teaching issues and implications edited by Bedrettin Yazan, Nathanael Rudolph |
| title_full_unstemmed |
Criticality, teacher identity, and (in)equity in English language teaching issues and implications edited by Bedrettin Yazan, Nathanael Rudolph |
| title_auth |
Criticality, teacher identity, and (in)equity in English language teaching issues and implications |
| title_sort |
criticality teacher identity and in equity in english language teaching issues and implications |
| series |
Educational linguistics, ISSN 1572-0292 ; 35 |
| series2 |
Educational linguistics |
| publishDate |
2018 |
| publishDateSort |
2018 |
| physical |
XIII, 302 p. : ill. ; online forrás |
| edition |
1st ed. 2018 |
| isbn |
978-3-319-72920-6 |
| issn |
1572-0292 |
| callnumber-first |
P - Language and Literature |
| callnumber-subject |
P - Philology and Linguistics |
| callnumber-label |
P51-P59 |
| callnumber-raw |
800.2 C 31 |
| callnumber-search |
800.2 C 31 |
| topic |
nyelvtanítás -- angol identitás -- szociolingvisztika társadalmi egyenlőtlenség nyelvtanítás -- angol -- társadalmi szempont Language and languages -- Study and teaching Applied linguistics Language and languages elektronikus könyv |
| topic_facet |
nyelvtanítás -- angol identitás -- szociolingvisztika társadalmi egyenlőtlenség nyelvtanítás -- angol -- társadalmi szempont Language and languages -- Study and teaching Applied linguistics Language and languages elektronikus könyv nyelvtanítás identitás társadalmi egyenlőtlenség Language and languages Applied linguistics szociolingvisztika társadalmi szempont Study and teaching |
| url |
http://doi.org/10.1007/978-3-319-72920-6 |
| illustrated |
Illustrated |
| dewey-hundreds |
400 - Language |
| dewey-tens |
400 - Language |
| dewey-ones |
407 - Education, research & related topics |
| dewey-full |
407.1 |
| dewey-sort |
3407.1 |
| dewey-raw |
407.1 |
| dewey-search |
407.1 |
| first_indexed |
2023-12-27T10:25:28Z |
| last_indexed |
2023-12-29T19:41:19Z |
| recordtype |
opac |
| publisher |
Cham : Springer International Publishing : Imprint: Springer |
| _version_ |
1786642725079089152 |
| score |
13,365248 |
| generalnotes |
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. |