Questioning the construction of the 'native speaker' as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of 'nativeness' while emphasising the interactional and ongoing nature of identity construction.
Questioning the construction of the 'native speaker' as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of 'nativeness' while emphasising the interactional and ongoing nature of identity construction.
Julie Waddington is Serra Húnter Lecturer in Language and Literature Education at the Faculty of Education and Psychology, University of Girona, Catalonia, Spain.
Inhaltsangabe
Introduction Part 1. Theoretical frameworks 1. Teacher self-efficacy, wellbeing, and other critical issues 2. Multilingual identities 3. From monolingual teaching ideologies to translanguaging spaces 4. Raciolinguistic perspectives on 'nativeness' 5. 'Nativelikeness' as a motivational driver Part 2. Practical applications 6. Promoting teacher self-efficacy, wellbeing, and other critical issues 7. Identifying as multilingual 8. Questioning monolingual teaching ideologies, enabling translanguaging spaces 9. Exposing raciolinguistic perspectives on 'nativeness' 10. Reconsidering 'nativelikeness' as a motivational driver Concluding thoughts
Introduction Part 1. Theoretical frameworks 1. Teacher self-efficacy, wellbeing, and other critical issues 2. Multilingual identities 3. From monolingual teaching ideologies to translanguaging spaces 4. Raciolinguistic perspectives on 'nativeness' 5. 'Nativelikeness' as a motivational driver Part 2. Practical applications 6. Promoting teacher self-efficacy, wellbeing, and other critical issues 7. Identifying as multilingual 8. Questioning monolingual teaching ideologies, enabling translanguaging spaces 9. Exposing raciolinguistic perspectives on 'nativeness' 10. Reconsidering 'nativelikeness' as a motivational driver Concluding thoughts
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