Language Teacher Agency

Navigating Complex and Diverse Educational Contexts
Herausgeber: Veliz, Leonardo; Nguyen, Minh Hue; Bonar, Gary; Slaughter, Yvette; Yazan, Bedrettin

• Gebundenes Buch

Produktbeschreibung

This open access book argues that language teacher agency is not simply a matter of individual choice, but is also shaped by the complex social, political and educational contexts in which language teachers work. It provides a framework for understanding the complexities of language teacher agency in a wide range of language. It offers practical advice on how to support language teachers in developing and enhancing their agency towards social, cultural, political and linguistic discourses and practices that have an impact on language teachers' efficacy, intentionality, self-reflectiveness and identity. Through a wide range of methodological approaches such as (duo)ethnographic work, pedagogical interventions, narrative case studies, dialogic approaches and curriculum innovations, this book critically examines the individual and collective efforts of languages teachers as they build and exercise their agentic capacity within and across the contextual conditions in which they are situated. Part I considers the socio-cultural and socio-political factors which facilitate, or interfere with, the exercise of teacher agency in language classrooms, and the ways language teachers can exercise their agency to design locally relevant pedagogies. Part II examines the structural, systemic, ideological and pedagogical transformations needed in order for language teachers to be empowered to displace dominant pedagogies with more socially-just pedagogies to meet the needs of diverse students and of the curriculum. Finally, Part III looks at what dialogic practices can assist language teachers in mitigating dominant discourses and structural procedures, as well as what professional support is needed to assist language teachers in developing a sense of agency. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the University of New England, Australia; University of Melbourne, Australia; and Monash University, Australia.

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Produktdetails

• Verlag: Bloomsbury Academic
• Seitenzahl: 320
• Erscheinungstermin: 24. Juli 2025
• Englisch
• Abmessung: 234mm x 156mm x 25mm
• Gewicht: 454g
• ISBN-13: 9781350454798
• ISBN-10: 1350454796
• Artikelnr.: 71869997

Autorenporträt

Leonardo Veliz is Associate Professor in Language and Literacy Education at the University of New England, Australia. Minh Hue Nguyen is Senior Lecturer in TESOL Education at Monash University, Australia. Yvette Slaughter is Associate Professor in Languages and Literacies Education at the University of Melbourne, Australia. Gary Bonar is Senior Lecturer in Languages and TESOL at Monash University, Australia.

Inhaltsangabe

List of Figures
List of Contributors
Introduction, Leonardo Veliz (University of New England, Australia), Minh
Hue Nguyen (Monash University, Australia), Yvette Slaughter (University of
Melbourne, Australia) and Gary Bonar (Monash University, Australia)
Part I: The Exercise of Language Teacher Agency
1. The Negotiation of Plurilingualism by Teachers in a Finnish Heritage
Language School, Johanna M. Tigert (University of Massachusetts, USA)
2. Vietnamese Pre-service Teachers' Agency in Negotiating the Tensions
between Aspired and Experienced Identities, Minh Hue Nguyen (Monash
University, Australia) and Xuan Minh Ngo (University of Queensland,
Australia)
3. Challenging Monolingual Discourses for Agentic Spaces: Constraints and
Opportunities for Language Educators in the Chilean Education System,
Leonardo Veliz (University of New England, Australia), Yvette Slaughter
(The University of Melbourne, Australia) and Finex Ndhlovu (University of
New England, Australia)
4. Language Teacher Agency in a Transnational Telecollaborative Project
between Turkey and the USA,
Bedrettin Yazan (University of Texas, San Antonio, USA), Baburhan Uzum (Sam
Houston State University, USA), John Turnbull (University of Texas, San
Antonio, USA), Sedat Akayoglu (Bolu Abant Izzet Baysal University, Turkey),
Özgehan Ustuk (Hong Kong Polytechnic University, Hong Kong), Sultan Mavis
(Bolu Abant Izzet Baysal University, Turkey) and Serdar Sen (Bolu Abant
Izzet Baysal University, Turkey)
5. Teacher Agency of Synchronous Online One-to-One Language Teachers: An
Investigation through Critical Incidents in Teaching, Chujie Dai (Massey
University, New Zealand)
6. Exercising Teacher Agency within Contextual Constraints: Insights from
Australian TESOL Online Placements, Thi Kim Anh Dang (Monash University,
Australia) and Minh Hue Nguyen (Monash University, Australia)
Part II: Language Teacher Agency and Pedagogy
7. Teacher Agency in Practice during a National Educational Reform: A Case
Study of Primary English Teachers in Vietnam, Anh Nguyen (University of
Foreign Language Studies, Vietnam)
8. Not Another Paper About Problems We Can't Solve: Teaching English in
Times of The Impossible, Chau Le (Louisiana State University, USA) and
Anita Dubroc (Louisiana State University, USA)
9. Reshaping Agency and International Teacher Identity: Supporting EAL VCE
Students via a Bilingual Immersion Model at a Sino-Australian Senior School
in China, Jennifer Cutri (Swinburne University of Technology, Australia)
10. Building Agency through Critical Language Awareness: The Affordances of
Identity Texts for Pre-service Language Teachers and Language Teacher
Educators,Yvette Slaughter (University of Melbourne, Australia) and Julie
Choi (University of Melbourne, Australia)
Part III: Support for the Development of Language Teacher Agency
11. Agentic and Less-Agentic Orientations in Pre-service TESOL Teachers'
Motivation, Mairin Hennebry-Leung (University of Tasmania, Australia)
12. The Visible Invisibility of the Black Adult ESL Teacher in the United
States, Olive Nabukeera (University of Southern California, USA)
13. "I Am Not Doing Things Alone": Language Teachers Developing Collective
Agency in a Community of Practice, Jian Tao (Shanghai University of Finance
and Economics, China) and Xuesong (Andy) Gao (University of New South
Wales, Australia)
14. Promoting Language Teacher Agency for Social Justice: Meaningful
Experiences during Teacher Education Years, Priscila Leal (University of
Hawai'i at Manoa, USA)
15. A Longitudinal Study of Pre-service and Graduate Language Teacher
Agency in Australia, Gary Bonar (Monash University, Australia), Ruth
Fielding (Monash University, Australia) and Meihui Wang (Monash University,
Australia)
References
Index