Communicating Identities is a book for language teachers who wish to focus on the topic of identity in the context of their classroom teaching. The work provides an accessible introduction to research and theory on language learner and language teacher identity. It provides a set of interactive, practical activities for use in language classrooms in which students explore and communicate about aspects of their identities. The communicative activities concern the various facets of the students' own identities and are practical resources that teachers can draw on to structure and guide their…mehr
Communicating Identities is a book for language teachers who wish to focus on the topic of identity in the context of their classroom teaching. The work provides an accessible introduction to research and theory on language learner and language teacher identity. It provides a set of interactive, practical activities for use in language classrooms in which students explore and communicate about aspects of their identities. The communicative activities concern the various facets of the students' own identities and are practical resources that teachers can draw on to structure and guide their students' exploration of their identities. All the activities include a follow-on teacher reflection in which teachers explore aspects of their own identity in relation to the learner identities explored in the activities. The book also introduces teachers to practical steps in doing exploratory action research so that they can investigate identity systematically in their own classrooms.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Gary Barkhuizen is professor of applied linguistics at the University of Auckland, New Zealand. His teaching and research interests are in the areas of language teacher education, teacher and learner identity, study abroad, and narrative inquiry. He is editor of Reflections on Language Teacher Identity Research (Routledge, 2017) and Qualitative Research Topics in Language Teacher Education (Routledge, 2019). Pat Strauss is associate professor at Auckland University of Technology, New Zealand. Her teaching and research interests include academic writing, student and teacher identity, language teacher education, and English for research and publication purposes.
Inhaltsangabe
Acknowledgements Part 1 - From Research to Implications A. Introduction B. Organization of Part 1 C. Starting with the Big Issues D. Conceptualizing Language Learner Identity E. Conceptualizing Language Teacher Identity F. Implications of Identity Research for Application G. Looking Ahead: Communicating Identities Part 2 - From Implications to Application A. Introduction B. Reflexing Identities Activity 1: This is (not) like me Activity 2: Celebrating birthdays Activity 3: What makes me me? Activity 4: Tweeting Activity 5: Memories and smells Activity 6: Maps of the world Activity 7: Using our brains! Activity 8: The gender of objects Activity 9: Food and identity Activity 10: Author presence Activity 11: Chickens in cages Activity 12: My ideal holiday C. Projecting Identities Activity 13: Introducing ourselves Activity 14: What's in a name? Activity 15: Gay men playing rugby Activity 16: Relationships and age Activity 17: The clothes we wear Activity 18: Why is Facebook so popular? Activity 19: Idiomatic language Activity 20: Make your own cartoon Activity 21: There's a little bit of good in everyone Activity 22: Proverbs and you Activity 23: Justifying your opinion Activity 24: Pictures at an exhibition D. Recognizing Identities Activity 25: A good friend Activity 26: Who are these women? Activity 27: Film critic Activity 28: Identity theft Activity 29: Teacher roles Activity 30: Gendered identities in occupations Activity 31: Stereotyping Activity 32: Questioning national identities Activity 33: Designing a questionnaire Activity 34: Writing a report Activity 35: No laughing matter Activity 36: The language of ads E. Imagining Identities Activity 37: What kind of wild animal? Activity 38: Me flying high Activity 39: My dream room Activity 40: Names for (online) gamers Activity 41: The aliens have landed Activity 42: Speaking English tomorrow Activity 43: Identity quotes Activity 44: Different perspectives Activity 45: What makes them them? Activity 46: Social justice and advertising Activity 47: Consumer identity Activity 48: Transport of the future Part 3 - From Application to Implementation A. Introduction B. Organization of Part 3 C. Characteristics of the Curriculum D. Planning Activities E. Implementing Activities in the Classroom F. What Should We Do After the Activities? Part 4 - From Implementation to Research A. Introduction B. Organization of Part 4 C. What is Exploratory Action Research? D. Selecting Topics to Explore E. Gathering Information F. Narrative Inquiry G. Making Sense of the Information Gathered H. Sharing Your Findings I. Conclusion References Index
Acknowledgements Part 1 - From Research to Implications A. Introduction B. Organization of Part 1 C. Starting with the Big Issues D. Conceptualizing Language Learner Identity E. Conceptualizing Language Teacher Identity F. Implications of Identity Research for Application G. Looking Ahead: Communicating Identities Part 2 - From Implications to Application A. Introduction B. Reflexing Identities Activity 1: This is (not) like me Activity 2: Celebrating birthdays Activity 3: What makes me me? Activity 4: Tweeting Activity 5: Memories and smells Activity 6: Maps of the world Activity 7: Using our brains! Activity 8: The gender of objects Activity 9: Food and identity Activity 10: Author presence Activity 11: Chickens in cages Activity 12: My ideal holiday C. Projecting Identities Activity 13: Introducing ourselves Activity 14: What's in a name? Activity 15: Gay men playing rugby Activity 16: Relationships and age Activity 17: The clothes we wear Activity 18: Why is Facebook so popular? Activity 19: Idiomatic language Activity 20: Make your own cartoon Activity 21: There's a little bit of good in everyone Activity 22: Proverbs and you Activity 23: Justifying your opinion Activity 24: Pictures at an exhibition D. Recognizing Identities Activity 25: A good friend Activity 26: Who are these women? Activity 27: Film critic Activity 28: Identity theft Activity 29: Teacher roles Activity 30: Gendered identities in occupations Activity 31: Stereotyping Activity 32: Questioning national identities Activity 33: Designing a questionnaire Activity 34: Writing a report Activity 35: No laughing matter Activity 36: The language of ads E. Imagining Identities Activity 37: What kind of wild animal? Activity 38: Me flying high Activity 39: My dream room Activity 40: Names for (online) gamers Activity 41: The aliens have landed Activity 42: Speaking English tomorrow Activity 43: Identity quotes Activity 44: Different perspectives Activity 45: What makes them them? Activity 46: Social justice and advertising Activity 47: Consumer identity Activity 48: Transport of the future Part 3 - From Application to Implementation A. Introduction B. Organization of Part 3 C. Characteristics of the Curriculum D. Planning Activities E. Implementing Activities in the Classroom F. What Should We Do After the Activities? Part 4 - From Implementation to Research A. Introduction B. Organization of Part 4 C. What is Exploratory Action Research? D. Selecting Topics to Explore E. Gathering Information F. Narrative Inquiry G. Making Sense of the Information Gathered H. Sharing Your Findings I. Conclusion References Index
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