The Complexity of Identity and Interaction in Language Education

Edited by Nathanael Rudolph, Ali Fuad Selvi, Bedrettin Yazan

Publication date:

07 August 2020

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781788927420

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.

Nathanael Rudolph, Ali Fuad Selvi, and Bedrettin Yazan: Introduction: The Complexity of Identity and Interaction in Language Education

Section I: Learners, Teachers, and the “Ares,” “Cans” and “Shoulds” of Being and Becoming

Chapter 1: Syed Abdul Manan, Maya Khemlani David, Liaquat Ali Channa and Francisco Perlas Dumanig: The Monolingual Bias: A Critique of Idealization and Essentialization in ELT in Pakistan

Chapter 2: Meike Wernicke: Constructing “Other” Identities as a French Second Language Teacher

Chapter 3: Lobat Asadi, Stephanie Moody and Yolanda Padrón: “English is the Commercial Language Whereas Spanish is the Language of My Emotions:” An Exploration of TESOL and Bilingual Teacher Identity and Translanguaging Ideologies

Chapter 4: Véronique Lemoine-Bresson: Identity Dynamics in the Speeches of Language Teachers' in French and German Primary Schools: How Do They Go About Constructing “Interculturality”?

Chapter 5: Jeremy Gombin-Sperling and Melanie Baker Robbins: English in Cuba: Reflections on a Study of Cuban Teachers’ and Students’ Relationships to English

Section II: Teacher Identity As/In/Beyond Practice

Chapter 6: Şeyma Toker: From Being a Language Teacher to Becoming a Graduate Student-Teacher: in the Midst of Professional Identities

Chapter 7: Naashia Mohamed: Who am I and Where Do I Fit In: A Narrative Analysis of One Teacher’s Shifting Identities

Chapter 8: April Salerno and Elena Andrei: Suntem Profesori / We Are Teachers: Self-Exploration as a Pathway to Language Teacher Education

Chapter 9: Alfredo Urzúa: Teacher Identity Construction in Progress: The Role of Classroom Observations and Interactive Reflective Practices in Language Teacher Education

Chapter 10: Sedat Akayoğlu, Babürhan Üzüm and Bedrettin Yazan: Preservice Teachers’ Cultural Identity Construction in Telecollaboration

Section III: Learner Negotiations of Identity in and Beyond the Classroom

Chapter 11: Shinji Kawamitsu: Meaning-Making as a Site of Struggle: One Japanese Language Learner’s Negotiation with Identity and Writing

Chapter 12: Adolfo Arrieta and Nayibe Rosado: Negotiating Complex Identities through Positionings in On-Going Interaction: A Case Study in a Foreign Language Teacher Education Program in Colombia

Chapter 13: Sarah Hopkyns: Dancing Between English And Arabic: Complexities in Emirati Cultural Identities

Chapter 14: Eliana Hirano and Caroline Payant: The Story of Tabasum: An Exploration of a Refugee Student’s Developing Identities

Glenn Toh: Afterword

As labels for people and practices proliferate in contemporary scholarship with sometimes inconsistent conceptualizations of language education, this book brings these theories to bear on situated interactions. It transcends disciplinary boundaries by drawing from the wealth of available scholarly resources for interpretation. Thus it provides much-needed clarity on the way these conceptualizations play out for different educational outcomes.