Language Teacher Identity in TESOL

Teacher Education and Practice as Identity Work
Herausgeber: Yazan, Bedrettin; Lindahl, Kristen

• Gebundenes Buch

Produktbeschreibung

This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education.¿ ¿ By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL¿discusses¿how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States.¿ ¿ This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.

---

Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 306
• Erscheinungstermin: 15. Juni 2020
• Englisch
• Abmessung: 235mm x 157mm x 21mm
• Gewicht: 596g
• ISBN-13: 9780367359560
• ISBN-10: 0367359561
• Artikelnr.: 69984302

Autorenporträt

Bedrettin Yazan is Assistant Professor of Educational Linguistics at the University of Alabama, USA. Kristen Lindahl is Associate Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA.

Inhaltsangabe

Introduction. Language teacher learning and practice as identity work: An
overview of the field and this volume ; Part I. Teacher Identity Work in
Narratives and Writing ; 1. Repurposing Identity Reconstruction as
Transformative Pedagogy: Multilingual Teachers in The US First-Year
Composition Context; 2. Writing Narratives, Shifting Identities: Developing
Language Teacher Identity and Practice in Working with Students with
Limited/Interrupted Formal Education ; 3. At the Dinner Table: Pre-Service
EFL Teachers' Identity Negotiations and Resources ; Part II. Teacher
Identity Work in Multimodal Spaces ; 4. Understanding Language Teacher
Identity: Digital Discursive Spaces in English Teacher Education and
Development ; 5. Multimodal Identity Construction of Technology-Using
Language Teachers via Stance Taking in an Online Learning Space ; 6.
Unpacking professional identity: The use of multimodal identity texts and
duoethnographies in language teacher education ; Part III. Teacher Identity
Work vis-à-vis Race, Ethnicity, and Language ; 7. Reading, Writing, and
Race: Sharing the Narratives of Black TESOL Professionals; 8.
Anti-Oppressive Pedagogy in Language Teacher Education: A Collaborative
Case Study of Identity Texts ; 9. Reality check: Identity struggle and
experiences of NESTs Living and Teaching Abroad ; Part IV. Teacher Identity
Work vis-à-vis Teacher Emotions ; 10. Teacher Emotion as Pedagogy: The Role
of Emotions in Negotiating Pedagogy and Teacher Identity ; 11. Identity,
Noticing, and Emotion among Pre-Service English Language Teachers; 12. Our
Job, Too: International Full-time Non-tenure-track Faculty, English
Language Teacher Education, and Emotionally Distressed Students in South
Korea ; Part V. Teacher Identity Work in Teacher Educator-Researcher
Practices ; 13. Intercepting and Fluid Identities: From Reflective Teacher
Educators to Reflective Teachers ; 14. Strengths-Based Mentoring for
Preservice ESL Teacher Professional Identity Development: A Self-Study of
Teacher Education Practices ; 15. The Autoethnography of an [Re]-Emerging
Researcher Identity and Its Impact on EAP Teaching Pedagogy ;