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The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training
Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity.
With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work:
* Provides a broad overview of the different types of challenges language teachers face in their careers
* Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher's identity
* Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom
* Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian
* Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages
Employing a variety of methodological and theoretical approaches, Language Teacher Identity is a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education.
Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity.
With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work:
* Provides a broad overview of the different types of challenges language teachers face in their careers
* Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher's identity
* Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom
* Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian
* Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages
Employing a variety of methodological and theoretical approaches, Language Teacher Identity is a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education.
The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training
Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity.
With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work:
* Provides a broad overview of the different types of challenges language teachers face in their careers
* Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher's identity
* Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom
* Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian
* Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages
Employing a variety of methodological and theoretical approaches, Language Teacher Identity is a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education.
Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity.
With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work:
* Provides a broad overview of the different types of challenges language teachers face in their careers
* Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher's identity
* Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom
* Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian
* Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages
Employing a variety of methodological and theoretical approaches, Language Teacher Identity is a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education.
Inhaltsverzeichnis
About the Authors xii
Foreword: Filling the Gaps in Language Teacher
Education: A Prologue xviii
Ofelia García
1 Language Teacher Identity and Education in the Crossfire of Evolving Raciolinguistic and Monolingual Ideologies 1
Sílvia Melo-Pfeifer and Vander Tavares
1.1 Introduction: How and Why Did We Get Here? 1
1.2 Addressing the Key Concepts of This Volume 4
1.3 The Volume in a Nutshell 9
1.4 Conclusion 16
References 18
Part 1 Experiences of Identity Construction of Plurilingual Language Teachers 21
2 Future Teachers of Two Languages in Germany: Self-reported Professional Knowledge and Teaching Anxieties 23
Sílvia Melo-Pfeifer and Vander Tavares
2.1 Introduction: Moving Beyond the Dichotomy of Native/Nonnative Foreign Language Teachers in the Study of Professional Knowledge and Teaching Anxiety 23
2.2 Teachers of Two Languages and Foreign Language (Teaching) Anxiety: Crisscrossing Two Research Fields 25
2.2.1 Teachers of Two Languages: Why Do They Matter? 25
2.2.2 Foreign Language (Teaching) Anxiety 27
2.3 The Empirical Study 29
2.3.1 Context and Participants 29
2.3.2 Data Collection Instrument 31
2.3.3 Data Analysis 31
2.4 Findings 32
2.4.1 Representations of Teachers' Knowledge 32
2.4.1.1 Quantitative Analysis 32
2.4.1.2 Qualitative Analysis 34
2.4.2 Representations of Teachers' Emotions: A Focus on Language Anxiety 37
2.4.2.1 Quantitative Analysis 37
2.4.2.2 Qualitative Analysis 38
2.5 Discussion of the Results, Unanswered Questions, and Further Research Perspectives 39
2.6 Implications for Teacher Education Programs 41
References 42
3 Exploring Identities and Emotions of a Teacher of Multiple Languages: An Arts-based Narrative Inquiry Using Clay Work 45
Eric K. Ku
3.1 Introduction 45
3.2 Identities and Emotions in Teaching Multiple Languages 46
3.3 Clay Work as Arts-based Narrative Inquiry 47
3.4 Methodology 48
3.4.1 Data Collection 48
3.4.2 Data Analysis 49
3.5 Park's Narratives 50
3.5.1 Learning Japanese and English 50
3.5.2 Teaching Korean and English 53
3.6 Discussion 58
3.6.1 Multiple Identities and Emotions as a TML 58
3.6.2 Race and Ethnicity in Teaching Multiple Languages 59
3.7 Reflections on Using Clay Work 60
References 61
4 Emotional Geographies of Teaching Two Languages: Power, Agency, and Identity 63
Vander Tavares
4.1 L2 Teachers' Experiences: Beyond Ideologies 64
4.2 Understanding Teaching Through Emotional Geographies 65
4.3 Research Design: Autoethnography 68
4.3.1 Data Collection and Analysis 69
4.4 Findings in Stories 71
4.4.1 Teaching Portuguese as an Additional Language 71
4.4.2 Teaching English as a Second Language 73
4.5 Discussion and Conclusion 75
References 78
5 Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development 82
Jonas Yassin Iversen
5.1 Introduction 82
5.2 Language Teaching in Norway 83
5.3 The Linguistic Marketplace 85
5.4 A Poststructuralist Perspective on Teacher Identity 87
5.5 Autoethnography 89
5.6 Teaching a Language of Convenience: Destabilizing Identity 90
5.7 Teaching a Language of Necessity: Disintegrating Identity 92
5.8 Teaching a Language of High Prestige: Regaining Agency 93
Foreword: Filling the Gaps in Language Teacher
Education: A Prologue xviii
Ofelia García
1 Language Teacher Identity and Education in the Crossfire of Evolving Raciolinguistic and Monolingual Ideologies 1
Sílvia Melo-Pfeifer and Vander Tavares
1.1 Introduction: How and Why Did We Get Here? 1
1.2 Addressing the Key Concepts of This Volume 4
1.3 The Volume in a Nutshell 9
1.4 Conclusion 16
References 18
Part 1 Experiences of Identity Construction of Plurilingual Language Teachers 21
2 Future Teachers of Two Languages in Germany: Self-reported Professional Knowledge and Teaching Anxieties 23
Sílvia Melo-Pfeifer and Vander Tavares
2.1 Introduction: Moving Beyond the Dichotomy of Native/Nonnative Foreign Language Teachers in the Study of Professional Knowledge and Teaching Anxiety 23
2.2 Teachers of Two Languages and Foreign Language (Teaching) Anxiety: Crisscrossing Two Research Fields 25
2.2.1 Teachers of Two Languages: Why Do They Matter? 25
2.2.2 Foreign Language (Teaching) Anxiety 27
2.3 The Empirical Study 29
2.3.1 Context and Participants 29
2.3.2 Data Collection Instrument 31
2.3.3 Data Analysis 31
2.4 Findings 32
2.4.1 Representations of Teachers' Knowledge 32
2.4.1.1 Quantitative Analysis 32
2.4.1.2 Qualitative Analysis 34
2.4.2 Representations of Teachers' Emotions: A Focus on Language Anxiety 37
2.4.2.1 Quantitative Analysis 37
2.4.2.2 Qualitative Analysis 38
2.5 Discussion of the Results, Unanswered Questions, and Further Research Perspectives 39
2.6 Implications for Teacher Education Programs 41
References 42
3 Exploring Identities and Emotions of a Teacher of Multiple Languages: An Arts-based Narrative Inquiry Using Clay Work 45
Eric K. Ku
3.1 Introduction 45
3.2 Identities and Emotions in Teaching Multiple Languages 46
3.3 Clay Work as Arts-based Narrative Inquiry 47
3.4 Methodology 48
3.4.1 Data Collection 48
3.4.2 Data Analysis 49
3.5 Park's Narratives 50
3.5.1 Learning Japanese and English 50
3.5.2 Teaching Korean and English 53
3.6 Discussion 58
3.6.1 Multiple Identities and Emotions as a TML 58
3.6.2 Race and Ethnicity in Teaching Multiple Languages 59
3.7 Reflections on Using Clay Work 60
References 61
4 Emotional Geographies of Teaching Two Languages: Power, Agency, and Identity 63
Vander Tavares
4.1 L2 Teachers' Experiences: Beyond Ideologies 64
4.2 Understanding Teaching Through Emotional Geographies 65
4.3 Research Design: Autoethnography 68
4.3.1 Data Collection and Analysis 69
4.4 Findings in Stories 71
4.4.1 Teaching Portuguese as an Additional Language 71
4.4.2 Teaching English as a Second Language 73
4.5 Discussion and Conclusion 75
References 78
5 Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development 82
Jonas Yassin Iversen
5.1 Introduction 82
5.2 Language Teaching in Norway 83
5.3 The Linguistic Marketplace 85
5.4 A Poststructuralist Perspective on Teacher Identity 87
5.5 Autoethnography 89
5.6 Teaching a Language of Convenience: Destabilizing Identity 90
5.7 Teaching a Language of Necessity: Disintegrating Identity 92
5.8 Teaching a Language of High Prestige: Regaining Agency 93
Details
| Erscheinungsjahr: | 2024 |
|---|---|
| Rubrik: | Sprachwissenschaft |
| Medium: | Taschenbuch |
| Inhalt: | 320 S. |
| ISBN-13: | 9781394154531 |
| ISBN-10: | 1394154534 |
| Sprache: | Englisch |
| Herstellernummer: | 1W394154530 |
| Autor: | Melo Pfeifer |
| Redaktion: |
Melo-Pfeifer, Sílvia
Tavares, Vander |
| Herausgeber: | Sílvia Melo-Pfeifer/Vander Tavares |
| Auflage: | 1. Auflage |
| Hersteller: |
Wiley & Sons
Wiley-Blackwell |
| Verantwortliche Person für die EU: | Wiley-VCH GmbH, Boschstr. 12, D-69469 Weinheim, product-safety@wiley.com |
| Maße: | 18 x 150 x 240 mm |
| Von/Mit: | Sílvia Melo-Pfeifer (u. a.) |
| Erscheinungsdatum: | 07.03.2024 |
| Gewicht: | 0,478 kg |
Inhaltsverzeichnis
About the Authors xii
Foreword: Filling the Gaps in Language Teacher
Education: A Prologue xviii
Ofelia García
1 Language Teacher Identity and Education in the Crossfire of Evolving Raciolinguistic and Monolingual Ideologies 1
Sílvia Melo-Pfeifer and Vander Tavares
1.1 Introduction: How and Why Did We Get Here? 1
1.2 Addressing the Key Concepts of This Volume 4
1.3 The Volume in a Nutshell 9
1.4 Conclusion 16
References 18
Part 1 Experiences of Identity Construction of Plurilingual Language Teachers 21
2 Future Teachers of Two Languages in Germany: Self-reported Professional Knowledge and Teaching Anxieties 23
Sílvia Melo-Pfeifer and Vander Tavares
2.1 Introduction: Moving Beyond the Dichotomy of Native/Nonnative Foreign Language Teachers in the Study of Professional Knowledge and Teaching Anxiety 23
2.2 Teachers of Two Languages and Foreign Language (Teaching) Anxiety: Crisscrossing Two Research Fields 25
2.2.1 Teachers of Two Languages: Why Do They Matter? 25
2.2.2 Foreign Language (Teaching) Anxiety 27
2.3 The Empirical Study 29
2.3.1 Context and Participants 29
2.3.2 Data Collection Instrument 31
2.3.3 Data Analysis 31
2.4 Findings 32
2.4.1 Representations of Teachers' Knowledge 32
2.4.1.1 Quantitative Analysis 32
2.4.1.2 Qualitative Analysis 34
2.4.2 Representations of Teachers' Emotions: A Focus on Language Anxiety 37
2.4.2.1 Quantitative Analysis 37
2.4.2.2 Qualitative Analysis 38
2.5 Discussion of the Results, Unanswered Questions, and Further Research Perspectives 39
2.6 Implications for Teacher Education Programs 41
References 42
3 Exploring Identities and Emotions of a Teacher of Multiple Languages: An Arts-based Narrative Inquiry Using Clay Work 45
Eric K. Ku
3.1 Introduction 45
3.2 Identities and Emotions in Teaching Multiple Languages 46
3.3 Clay Work as Arts-based Narrative Inquiry 47
3.4 Methodology 48
3.4.1 Data Collection 48
3.4.2 Data Analysis 49
3.5 Park's Narratives 50
3.5.1 Learning Japanese and English 50
3.5.2 Teaching Korean and English 53
3.6 Discussion 58
3.6.1 Multiple Identities and Emotions as a TML 58
3.6.2 Race and Ethnicity in Teaching Multiple Languages 59
3.7 Reflections on Using Clay Work 60
References 61
4 Emotional Geographies of Teaching Two Languages: Power, Agency, and Identity 63
Vander Tavares
4.1 L2 Teachers' Experiences: Beyond Ideologies 64
4.2 Understanding Teaching Through Emotional Geographies 65
4.3 Research Design: Autoethnography 68
4.3.1 Data Collection and Analysis 69
4.4 Findings in Stories 71
4.4.1 Teaching Portuguese as an Additional Language 71
4.4.2 Teaching English as a Second Language 73
4.5 Discussion and Conclusion 75
References 78
5 Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development 82
Jonas Yassin Iversen
5.1 Introduction 82
5.2 Language Teaching in Norway 83
5.3 The Linguistic Marketplace 85
5.4 A Poststructuralist Perspective on Teacher Identity 87
5.5 Autoethnography 89
5.6 Teaching a Language of Convenience: Destabilizing Identity 90
5.7 Teaching a Language of Necessity: Disintegrating Identity 92
5.8 Teaching a Language of High Prestige: Regaining Agency 93
Foreword: Filling the Gaps in Language Teacher
Education: A Prologue xviii
Ofelia García
1 Language Teacher Identity and Education in the Crossfire of Evolving Raciolinguistic and Monolingual Ideologies 1
Sílvia Melo-Pfeifer and Vander Tavares
1.1 Introduction: How and Why Did We Get Here? 1
1.2 Addressing the Key Concepts of This Volume 4
1.3 The Volume in a Nutshell 9
1.4 Conclusion 16
References 18
Part 1 Experiences of Identity Construction of Plurilingual Language Teachers 21
2 Future Teachers of Two Languages in Germany: Self-reported Professional Knowledge and Teaching Anxieties 23
Sílvia Melo-Pfeifer and Vander Tavares
2.1 Introduction: Moving Beyond the Dichotomy of Native/Nonnative Foreign Language Teachers in the Study of Professional Knowledge and Teaching Anxiety 23
2.2 Teachers of Two Languages and Foreign Language (Teaching) Anxiety: Crisscrossing Two Research Fields 25
2.2.1 Teachers of Two Languages: Why Do They Matter? 25
2.2.2 Foreign Language (Teaching) Anxiety 27
2.3 The Empirical Study 29
2.3.1 Context and Participants 29
2.3.2 Data Collection Instrument 31
2.3.3 Data Analysis 31
2.4 Findings 32
2.4.1 Representations of Teachers' Knowledge 32
2.4.1.1 Quantitative Analysis 32
2.4.1.2 Qualitative Analysis 34
2.4.2 Representations of Teachers' Emotions: A Focus on Language Anxiety 37
2.4.2.1 Quantitative Analysis 37
2.4.2.2 Qualitative Analysis 38
2.5 Discussion of the Results, Unanswered Questions, and Further Research Perspectives 39
2.6 Implications for Teacher Education Programs 41
References 42
3 Exploring Identities and Emotions of a Teacher of Multiple Languages: An Arts-based Narrative Inquiry Using Clay Work 45
Eric K. Ku
3.1 Introduction 45
3.2 Identities and Emotions in Teaching Multiple Languages 46
3.3 Clay Work as Arts-based Narrative Inquiry 47
3.4 Methodology 48
3.4.1 Data Collection 48
3.4.2 Data Analysis 49
3.5 Park's Narratives 50
3.5.1 Learning Japanese and English 50
3.5.2 Teaching Korean and English 53
3.6 Discussion 58
3.6.1 Multiple Identities and Emotions as a TML 58
3.6.2 Race and Ethnicity in Teaching Multiple Languages 59
3.7 Reflections on Using Clay Work 60
References 61
4 Emotional Geographies of Teaching Two Languages: Power, Agency, and Identity 63
Vander Tavares
4.1 L2 Teachers' Experiences: Beyond Ideologies 64
4.2 Understanding Teaching Through Emotional Geographies 65
4.3 Research Design: Autoethnography 68
4.3.1 Data Collection and Analysis 69
4.4 Findings in Stories 71
4.4.1 Teaching Portuguese as an Additional Language 71
4.4.2 Teaching English as a Second Language 73
4.5 Discussion and Conclusion 75
References 78
5 Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development 82
Jonas Yassin Iversen
5.1 Introduction 82
5.2 Language Teaching in Norway 83
5.3 The Linguistic Marketplace 85
5.4 A Poststructuralist Perspective on Teacher Identity 87
5.5 Autoethnography 89
5.6 Teaching a Language of Convenience: Destabilizing Identity 90
5.7 Teaching a Language of Necessity: Disintegrating Identity 92
5.8 Teaching a Language of High Prestige: Regaining Agency 93
Details
| Erscheinungsjahr: | 2024 |
|---|---|
| Rubrik: | Sprachwissenschaft |
| Medium: | Taschenbuch |
| Inhalt: | 320 S. |
| ISBN-13: | 9781394154531 |
| ISBN-10: | 1394154534 |
| Sprache: | Englisch |
| Herstellernummer: | 1W394154530 |
| Autor: | Melo Pfeifer |
| Redaktion: |
Melo-Pfeifer, Sílvia
Tavares, Vander |
| Herausgeber: | Sílvia Melo-Pfeifer/Vander Tavares |
| Auflage: | 1. Auflage |
| Hersteller: |
Wiley & Sons
Wiley-Blackwell |
| Verantwortliche Person für die EU: | Wiley-VCH GmbH, Boschstr. 12, D-69469 Weinheim, product-safety@wiley.com |
| Maße: | 18 x 150 x 240 mm |
| Von/Mit: | Sílvia Melo-Pfeifer (u. a.) |
| Erscheinungsdatum: | 07.03.2024 |
| Gewicht: | 0,478 kg |
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