The Discursive Construction of "native Speaker" and "non-native Speaker" English Teacher Identities in Japan PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Discursive Construction of "native Speaker" and "non-native Speaker" English Teacher Identities in Japan PDF full book. Access full book title The Discursive Construction of "native Speaker" and "non-native Speaker" English Teacher Identities in Japan by Luke Lawrence. Download full books in PDF and EPUB format.
Author: Luke Lawrence
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Luke Lawrence
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Stephanie Ann Houghton
Publisher: Multilingual Matters
ISBN: 1847698719
Category : Education
Languages : en
Pages : 426
Get Book Here
Book Description
The relative status of native and non-native speaker language teachers within educational institutions has long been an issue worldwide but until recently, the voices of teachers articulating their own concerns have been rare. Existing work has tended to focus upon the position of non-native teachers and their struggle against unfavourable comparisons with their native-speaker counterparts. However, more recently, native-speaker language teachers have also been placed in the academic spotlight as interest grows in language-based forms of prejudice such as ‘native-speakerism’ – a dominant ideology prevalent within the Japanese context of English language education. This innovative volume explores wide-ranging issues related to native-speakerism as it manifests itself in the Japanese and Italian educational contexts to show how native-speaker teachers can also be the targets of multifarious forms of prejudice and discrimination in the workplace.
Author: Stephanie Ann Houghton
Publisher: Routledge
ISBN: 1317286502
Category : Education
Languages : en
Pages : 239
Get Book Here
Book Description
Despite unsubstantiated claims of best practice, the division of language-teaching professionals on the basis of their categorization as ‘native-speakers’ or ‘non-native speakers’ continues to cascade throughout the academic literature. It has become normative, under the rhetorical guise of acting to correct prejudice and/or discrimination, to see native-speakerism as having a single beneficiary – the ‘native-speaker’ – and a single victim – the ‘non-native’ speaker. However, this unidirectional perspective fails to deal with the more veiled systems through which those labeled as native-speakers and non-native speakers are both cast as casualties of this questionable bifurcation. This volume documents such complexities and aims to fill the void currently observable within mainstream academic literature in the teaching of both English, and Japanese, foreign language education. By identifying how the construct of Japanese native-speaker mirrors that of the ‘native-speaker’ of English, the volume presents a revealing insight into language teaching in Japan. Further, taking a problem-solving approach, this volume explores possible grounds on which language teachers could be employed if native-speakerism is rejected according to experts in the fields of intercultural communicative competence, English as a Lingua Franca and World Englishes, all of which aim to replace the ‘native-speaker’ model with something new.
Author: Martin Mielick
Publisher: Springer Nature
ISBN: 3031119886
Category : Language Arts & Disciplines
Languages : en
Pages : 382
Get Book Here
Book Description
This edited book draws on research on identity in language education to present a detailed and multi-faceted study of identity in language learning, teaching and revitalization settings in the context of Japan. It employs a diverse range of theoretical approaches, including poststructuralism, critical realism, cognitive behavioral theory, and complexity theory,, as well as methodologies such as linguistic ethnography, narrative enquiry, and critical multimodal discourse analysis. The authors focus on multiple dimensions of identity, illuminating linguistic, cultural and human complexity as manifested in language teaching and learning. This book will be of interest to advanced students and scholars of TESOL, applied linguistics, education, Japanese studies, East Asian studies, linguistic anthropology, indigenous languages and sociolinguistics.
Author: Brian David Rugen
Publisher:
ISBN: 9781109289725
Category :
Languages : en
Pages : 554
Get Book Here
Book Description
This study gives a voice to narratives that are still on the fringes of narrative and identity research. Furthermore, it offers the possibility of understanding preservice teachers in new ways and of understanding teacher training programs as complex ecological systems where such awareness can help foster emergent identities in the situated process of both learning a language and learning to teach.
Author: Diane Hawley Nagatomo
Publisher: Multilingual Matters
ISBN: 1783095229
Category : Foreign Language Study
Languages : en
Pages : 257
Get Book Here
Book Description
How do teachers who have chosen to settle down in one country manage the difficulties of living and teaching English in that country? How do they develop and sustain their careers, and what factors shape their identity? This book answers these questions by investigating the personal and professional identity development of ten Western women who teach English in various educational contexts in Japan, all of whom have Japanese spouses. The book covers issues of interracial relationships, expatriation, equality and employment practices as well as the broader topics of gender and identity. The book also provides a useful overview of English language teaching and learning in Japan.
Author: Bedrettin Yazan
Publisher: Springer
ISBN: 3319729209
Category : Education
Languages : en
Pages : 308
Get Book Here
Book Description
This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.
Author: Bedrettin Yazan
Publisher: Routledge
ISBN: 1000076105
Category : Education
Languages : en
Pages : 269
Get Book Here
Book Description
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.
Author: Julie Waddington
Publisher: Taylor & Francis
ISBN: 1040149863
Category : Education
Languages : en
Pages : 187
Get Book Here
Book Description
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. Crossing disciplinary and geographical boundaries, this book interweaves theoretical frameworks from diverse disciplines, examining and challenging language ideologies that underpin and perpetuate systemic inequalities. The author argues that this multidisciplinary approach can help disrupt the fixed identity categories on which the native speaker construct is based, prompting a reconception of how we think about ourselves in relation to others and in relation to our position in the world. Chapters present different teacher models as well as specific strategies and activities to stimulate debate and encourage approaches which prioritise pedagogical competence over the native speaker ideal. Providing an accessible overview of complex issues along with strategic action in teacher education, this book will be of interest to researchers, academics, and postgraduate students in the fields of language education, applied linguistics, Teaching English to Speakers of Other Languages (TESOL), and teacher education. Teacher educators and language teachers should also benefit from this volume.
Author: Makiko Tanaka
Publisher:
ISBN: 9780549885214
Category :
Languages : en
Pages : 618
Get Book Here
Book Description
In light of growing demands for English language proficiency, the Ministry of Education, Culture, Science, Sports, and Technology of Japan (MEXT) promulgated educational reforms that enabled public elementary schools to launch English education ("English Activities") in 2002. Public elementary school teachers in Japan are not certified to teach English; thus, the government has extended its support by inviting native speakers of English to assist elementary school teachers. The Ministry's effort to promote English education, however, has raised some questions: "Who is better qualified to teach, homeroom teachers or native English speakers? How would they collaborate if they had to teach together?"
