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This highly accessible, up-to-date introduction provides an
overview of critical applied linguistics through an
intersectionality framework. The book reflects recent developments
through a discussion and evaluation of key questions, diverse
perspectives, and practices for social change. As it unpacks
different forms of marginalization and privilege, it relates them
to language use, critical pedagogies, and critical intersectional
advocacy in applied linguistics. A source of reference for all
applied linguists; undergraduate/graduate students in applied
linguistics, TESOL, and other relevant programs; classroom
teachers; and language teacher educators, the book aims to foster
critical reflection, critical thinking, and intersectional
advocacy. Examples, suggested readings, discussion questions, and
questions for reflection not only help personalize the content but
also enable the reader to further understand what motivates
research, critical practice, and social action in critical applied
linguistics.
This highly accessible, up-to-date introduction provides an
overview of critical applied linguistics through an
intersectionality framework. The book reflects recent developments
through a discussion and evaluation of key questions, diverse
perspectives, and practices for social change. As it unpacks
different forms of marginalization and privilege, it relates them
to language use, critical pedagogies, and critical intersectional
advocacy in applied linguistics. A source of reference for all
applied linguists; undergraduate/graduate students in applied
linguistics, TESOL, and other relevant programs; classroom
teachers; and language teacher educators, the book aims to foster
critical reflection, critical thinking, and intersectional
advocacy. Examples, suggested readings, discussion questions, and
questions for reflection not only help personalize the content but
also enable the reader to further understand what motivates
research, critical practice, and social action in critical applied
linguistics.
This volume examines the agency of second/foreign language teachers
in diverse geographical contexts and in both K-12 and adult
education. It offers new understandings and conceptualizations of
second/foreign language teacher agency through a variety of types
of empirical data. It also demonstrates the use of different
methodologies or analytic tools to study the multidimensional,
dynamic and complex nature of second/foreign language teacher
agency. The chapters draw on a range of theories and approaches to
language teacher agency (including ecological theory, positioning
theory, complexity theory and actor-network theory) that expand our
understanding of the concept, while at the same time presenting
various analytic approaches such as discourse studies and narrative
inquiry. The chapters also analyze the connection of agency to
other relevant topics, such as teacher identity, emotions,
positioning and autonomy.
This book fills a critical gap in a neglected area in current
educational research: international teacher education. It focuses
on the preparation of teachers of English as an additional language
(EAL) in several world regions. The book consists of chapters by
researchers in well-established teacher education programs in 11
countries: Brazil, Canada, China, Finland, Greece, New Zealand,
Russia, Saudi Arabia, South Korea, Turkey and the United States of
America. It takes a cross-national, comparative approach around
four major focus areas: policy, research, curriculum and practice,
offering critical implications that can help improve EAL teacher
education programs in different parts of the world. Teacher
education is an area that has great potential for international
cross-pollination of ideas and actions, and this book represents an
important first step along this road.
This book fills a critical gap in a neglected area in current
educational research: international teacher education. It focuses
on the preparation of teachers of English as an additional language
(EAL) in several world regions. The book consists of chapters by
researchers in well-established teacher education programs in 11
countries: Brazil, Canada, China, Finland, Greece, New Zealand,
Russia, Saudi Arabia, South Korea, Turkey and the United States of
America. It takes a cross-national, comparative approach around
four major focus areas: policy, research, curriculum and practice,
offering critical implications that can help improve EAL teacher
education programs in different parts of the world. Teacher
education is an area that has great potential for international
cross-pollination of ideas and actions, and this book represents an
important first step along this road.
This book is about Positioning Theory (Davies & Harre, 1990)
and its potential applications in bilingual and multilingual
contexts involving teachers, learners, speakers, and users of a
second/foreign or additional language. By using Positioning Theory
as a theoretical lens and analytical approach, the author
illustrates how various social and poststructural concepts in
applied linguistics and language teacher education, including
identity, agency, language socialization, classroom participation,
and intercultural communication, can be investigated and better
understood. The book adds a new perspective to the growing body of
multidisciplinary literature in the areas of L2 teacher education
and classroom learning, and includes step-by-step guidelines for
positioning analysis, insights and implications for classroom
practice, as well as suggested directions for future research. It
will be of particular interest to language teachers and teacher
educators, as well as students and scholars of applied linguistics
more broadly.
This book is about Positioning Theory (Davies & Harre, 1990)
and its potential applications in bilingual and multilingual
contexts involving teachers, learners, speakers, and users of a
second/foreign or additional language. By using Positioning Theory
as a theoretical lens and analytical approach, the author
illustrates how various social and poststructural concepts in
applied linguistics and language teacher education, including
identity, agency, language socialization, classroom participation,
and intercultural communication, can be investigated and better
understood. The book adds a new perspective to the growing body of
multidisciplinary literature in the areas of L2 teacher education
and classroom learning, and includes step-by-step guidelines for
positioning analysis, insights and implications for classroom
practice, as well as suggested directions for future research. It
will be of particular interest to language teachers and teacher
educators, as well as students and scholars of applied linguistics
more broadly.
This volume examines the agency of second/foreign language teachers
in diverse geographical contexts and in both K-12 and adult
education. It offers new understandings and conceptualizations of
second/foreign language teacher agency through a variety of types
of empirical data. It also demonstrates the use of different
methodologies or analytic tools to study the multidimensional,
dynamic and complex nature of second/foreign language teacher
agency. The chapters draw on a range of theories and approaches to
language teacher agency (including ecological theory, positioning
theory, complexity theory and actor-network theory) that expand our
understanding of the concept, while at the same time presenting
various analytic approaches such as discourse studies and narrative
inquiry. The chapters also analyze the connection of agency to
other relevant topics, such as teacher identity, emotions,
positioning and autonomy.
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