The Complexity of Identity and Interaction in Language Education (Paperback)

Nathanael Rudolph

ISBN 10: 1788927419 / ISBN 13: 9781788927413

Published by Multilingual Matters, 2020

About this Item

Paperback. This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study. This book brings together critical approaches to identity and experience, with attention to the complexity of identity and interaction in and beyond the classroom, within language education. The chapters, written by professionals from a diverse array of backgrounds and contexts, have a particular focus on teacher education and classroom practice. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Seller Inventory # 9781788927413

Bibliographic Details

• Title: The Complexity of Identity and Interaction in Language Education (Paperback)
• Publisher: Multilingual Matters
• Publication Date: 2020
• Language: English
• ISBN 10: 1788927419
• ISBN 13: 9781788927413
• Binding: Paperback
• Condition: new

About this title

Synopsis

This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.

About the Authors

Nathanael Rudolph is an associate professor of sociolinguistics and language education at Kindai University in Higashiosaka, Japan. His research interests include critical approaches to language teacher and learner identity, and (in)equity in (and beyond) language education.

Ali Fuad Selvi is Assistant Professor and Chair of the Teaching English as a Foreign Language Program at Middle East Technical University, Northern Cyprus Campus. His research interests include Global Englishes and its implications for language learning and teaching.

Bedrettin Yazan is a scholar of identity and critical autoethnography focusing on educator preparation at the nexus of ideologies, emotions, and agency. He is professor in the department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. He is currently serving as the co-editor of TESOL Journal and associate editor of International Multilingual Research Journal and Second Language Teacher Education. He edits a book series with Bloomsbury Academic called Critical Approaches and Innovations in Language Teacher Education. He has a new co-edited volume titled Methodological issues and reflexivity practices in qualitative language teacher education research.