The Complexity of Identity and Interaction in Language Education

Nathanael Rudolph

ISBN 10: 1788927419 / ISBN 13: 9781788927413

Verlag: Multilingual Matters, 2020

Beschreibung

nach der Bestellung gedruckt Neuware - Printed after ordering - This book brings together critical approaches to identity and experience, with attention to the complexity of identity and interaction in and beyond the classroom, within language education. The chapters, written by professionals from a diverse array of backgrounds and contexts, have a particular focus on teacher education and classroom practice.

Bestandsnummer des Verkäufers 9781788927413

Bibliografische Details

• Titel: The Complexity of Identity and Interaction in Language Education
• Verlag: Multilingual Matters
• Erscheinungsjahr: 2020
• Sprache: Englisch
• ISBN-10: 1788927419
• ISBN-13: 9781788927413
• Einband: Taschenbuch
• Zustand: Neu

Über diesen Titel

Inhaltsangabe

This book brings together critical approaches to identity and experience, with attention to the complexity of identity and interaction in and beyond the classroom, within language education. The chapters, written by professionals from a diverse array of backgrounds and contexts, have a particular focus on teacher education and classroom practice.

Über die Autorinnen und Autoren

Nathanael Rudolph is an associate professor of sociolinguistics and language education at Kindai University in Higashiosaka, Japan. His research interests include critical approaches to language teacher and learner identity, and (in)equity in (and beyond) language education.

Ali Fuad Selvi is Assistant Professor and Chair of the Teaching English as a Foreign Language Program at Middle East Technical University, Northern Cyprus Campus. His research interests include Global Englishes and its implications for language learning and teaching.

Bedrettin Yazan is an associate professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. His research focuses on language teacher learning and identity, collaboration between ESL and content teachers, language policy and planning, and world Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry and qualitative case study.