An interrogation of how language teachers' identities are constructed and negotiated in today's ever-changing global contexts.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hyunjin Jinna Kim is Assistant Professor of TESOL in the Department of Special Education and Literacy Studies at Western Michigan University, USA. Huseyin Uysal is Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong, Hong Kong.
Inhaltsangabe
Series Editor Foreword List of Figures List of Tables Foreword, Ryuko Kubota (University of British Columbia, Canada) Acknowledgments List of Contributors Introduction: Intersection of Criticality, Agency, and Language Teacher Identities in Global Language Teacher Education, Hyunjin Jinna Kim (Western Michigan University, USA) and Huseyin Uysal (Education University of Hong Kong, Hong Kong) Part I: Language Teacher Identities and Advocacy for the Profession 2. Developing Teacher Agency for Professional Development: A Case Study of Secondary Level EL Teachers in Bangladesh, Md. Abdur Rouf (Jagannath University, Bangladesh) and Shaila Sultana (University of Dhaka, Bangladesh) 3. Language Teacher Identity and Agency Informing Teaching Practice: Empowering Culturally and Linguistically Diverse Learners in Adult ESL, Anna Sanczyk-Cruz (University of Bialystok, Poland) and Elizabeth R. Miller (University of North Carolina at Charlotte, USA) 4. Resigency: Critical Conceptualization of the Complexity of Resilience and Agency among Language Teachers, Mostafa Nazari (Hong Kong Polytechnic University, Hong Kong) PART I Commentary: Language Teacher Identities and Advocacy for the Profession by Elizabeth R. Miller Part II: Language Teacher Identities and Advocacy for Challenging Social Inequities 5. Empowering Non-Native English Teachers by Advocating for Emotional Resistance Against Inequalities, Juyoung Song (Murray State University, USA) 6. Global Englishes: Counteracting Internationalized English Superiority, Challenging Problematic Identities, and (Re)Negotiating Agency, Min Wang (Houghton University, USA), Sender Dovchin (Curtin University, Australia), Hui Li (Shanghai University, China), and Shuangshuang Xu (Wenzhou-Kean University) 7. Reflections on Language Teacher Identity Development through Decolonizing Language Ideologies in Race-Based Caucusing Spaces, Hsin-Jung Li, Claudia Gutiérrez, Camille Ungco and Manka M. Varghese (University of Washington, USA) PART II Commentary: Language Teacher Identities and Advocacy for Challenging Social Inequities by Sender Dovchin 8. Empowering Voices for Agency, Advocacy, and Equity in Language Teaching and Teacher Education: Some Concluding Remarks, Hayriye Kayi-Aydar (University of Arizona, USA) Index
Series Editor Foreword List of Figures List of Tables Foreword, Ryuko Kubota (University of British Columbia, Canada) Acknowledgments List of Contributors Introduction: Intersection of Criticality, Agency, and Language Teacher Identities in Global Language Teacher Education, Hyunjin Jinna Kim (Western Michigan University, USA) and Huseyin Uysal (Education University of Hong Kong, Hong Kong) Part I: Language Teacher Identities and Advocacy for the Profession 2. Developing Teacher Agency for Professional Development: A Case Study of Secondary Level EL Teachers in Bangladesh, Md. Abdur Rouf (Jagannath University, Bangladesh) and Shaila Sultana (University of Dhaka, Bangladesh) 3. Language Teacher Identity and Agency Informing Teaching Practice: Empowering Culturally and Linguistically Diverse Learners in Adult ESL, Anna Sanczyk-Cruz (University of Bialystok, Poland) and Elizabeth R. Miller (University of North Carolina at Charlotte, USA) 4. Resigency: Critical Conceptualization of the Complexity of Resilience and Agency among Language Teachers, Mostafa Nazari (Hong Kong Polytechnic University, Hong Kong) PART I Commentary: Language Teacher Identities and Advocacy for the Profession by Elizabeth R. Miller Part II: Language Teacher Identities and Advocacy for Challenging Social Inequities 5. Empowering Non-Native English Teachers by Advocating for Emotional Resistance Against Inequalities, Juyoung Song (Murray State University, USA) 6. Global Englishes: Counteracting Internationalized English Superiority, Challenging Problematic Identities, and (Re)Negotiating Agency, Min Wang (Houghton University, USA), Sender Dovchin (Curtin University, Australia), Hui Li (Shanghai University, China), and Shuangshuang Xu (Wenzhou-Kean University) 7. Reflections on Language Teacher Identity Development through Decolonizing Language Ideologies in Race-Based Caucusing Spaces, Hsin-Jung Li, Claudia Gutiérrez, Camille Ungco and Manka M. Varghese (University of Washington, USA) PART II Commentary: Language Teacher Identities and Advocacy for Challenging Social Inequities by Sender Dovchin 8. Empowering Voices for Agency, Advocacy, and Equity in Language Teaching and Teacher Education: Some Concluding Remarks, Hayriye Kayi-Aydar (University of Arizona, USA) Index
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