The Role of Context in Language Teachers’ Self Development and Motivation: Perspectives from Multilingual Settings: 13 (Psychology of Language Learning and Teaching) - Softcover
Inhaltsangabe
This book unpacks data from conversations with bi-/multilingual EFL teachers to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers’ selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts.
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Über die Autorin bzw. den Autor
Amy S. Thompson is Professor of Applied Linguistics and Department Chair of World Languages, Literatures, and Linguistics at West Virginia University, USA. Her primary research interests involve individual differences in SLA and their interaction with multilingualism. She is the author of The Role of Context in Language Teachers' Self Development and Motivation: Perspectives from Multilingual Settings (2021, Multilingual Matters) and co-editor, with Ursula Lanvers and Martin East, of Language Learning in Anglophone Countries: Challenges, Practices, Ways Forward (2020, Palgrave MacMillan). She has published in a range of Applied Linguistics journals.
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Paperback. Zustand: new. Paperback. This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts - Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam - to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda's (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation. This book unpacks data from conversations with bi-/multilingual EFL teachers to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Bestandsnummer des Verkäufers 9781800411173
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The Role of Context in Language Teachers' Self Development and Motivation
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Paperback. Zustand: New. This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts - Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam - to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda's (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation. Bestandsnummer des Verkäufers LU-9781800411173
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