|
Showing 1 - 6 of
6 matches in All Departments
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.
Drawing on quantitative and qualitative data from teachers and
students in Hong Kong's secondary schools, this book examines
critical questions in relation to language learning motivation and
instructional contexts. Readers are provided with a critical
overview of developments in theory and research on language
learning motivation and the potential to further extend these
developments. Grounded in the Douglas Fir Group conceptualization
of language learning, the book explores the complex interplay of
diverse factors that shape learners' motivation. It offers a unique
window into the situated nature of language learning motivation in
the macro, meso, and micro contexts of a Chinese heritage society.
In so doing, it brings the Chinese voice into the theorization of
this important language learning construct. Potential future
research avenues are suggested, and implications for policy and
practice are discussed. This book will be a useful resource for
academics and postgraduates interested in the fields of English as
a second language (ESL), English language teaching, language
teaching and learning.
This book showcases how language learner agency can be understood
and researched from varying perspectives by providing, for the
first time, a collection of diverse approaches in one volume. The
volume is organised into three main sections:the first sections
offers an introduction to varying theoretical approaches to agency;
the second section presents analyses of agency in a variety of
empirical studies; and the third section focuses on the pedagogical
implications of data-based studies of agency. The volume includes
the work of researchers working in languages including English (ESL
and EFL), Greek, Spanish, Swedish, Italian, Hindi, Marathi,
Gujarati and Truku (an indigenous language in Taiwan) and with both
child and adult language learners. This collection will serve as a
key reference for researchers of language learning and teaching,
sociolinguistics and language and identity.
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.
In this volume researchers from Asia, Europe, the Middle East and
North and South America employ a variety of theoretical
perspectives and methodological approaches in their exploration of
the links between identity, motivation, and autonomy in language
learning. On a conceptual level the authors explore issues related
to agency, metacognition, imagination, beliefs, and self. The book
also addresses practice in classroom, self-access, and distance
education contexts, considering topics such as teachers' views on
motivation, plurilingual learning, sustaining motivation in
distance education, pop culture and gaming, study abroad, and the
role of agency and identity in the motivation of pre-service
teachers. The book concludes with a discussion of how an approach
which sees identity, motivation, and autonomy as interrelated
constructs has the potential to inform theory, practice and future
research directions in the field of language teaching and learning.
This Element aims to elucidate the concept of language teacher
agency by exploring the 'what' question, offering major
conceptualisations of agency and explaining how they shape the way
we approach teacher agency. The authors then continue with the
'why' question, and elaborate on the reasons that language teacher
agency matters, based on a discussion of the varied purposes of
teacher agency at multiple levels. They also acknowledge that
teacher agency does not operate alone, and discuss how it
intersects with such concepts as teacher identity, emotion, belief
and knowledge. Based on this, they identify ways to promote teacher
agency through making changes to contexts and/or actors. They then
introduce the concept of collective agency and propose a
multi-layered model based on an illustrative study. The Element
ends with a call for a trans-perspective on understanding language
teacher agency so as to facilitate the professional development of
language teachers.
|
|