Questioning the Native Speaker Construct in Teacher Education PDF Download

Author: Julie Waddington
Publisher: Taylor & Francis
ISBN: 1040149863
Category : Education
Languages : en
Pages : 187

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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: Julie Waddington
Publisher: Routledge
ISBN: 9781032037646
Category : Education
Languages : en
Pages : 0

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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: George Braine
Publisher: Routledge
ISBN: 1135461864
Category : Education
Languages : en
Pages : 256

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Book Description
The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.

Author: Shannon M. Hilliker
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110727463
Category : Language Arts & Disciplines
Languages : en
Pages : 181

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Book Description
Virtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.

Author: Hassan Mohebbi
Publisher: Springer Nature
ISBN: 3030791432
Category : Education
Languages : en
Pages : 814

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Book Description
This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions. Topics include, but are not limited to: language skills teaching, language skills assessment and testing, measurement, feedback, discourse analysis, pragmatics, semantics, language learning through technology, CALL, MALL, ESP, EAP, ERPP, TBLT, materials development, genre analysis, needs analysis, corpus, content-based language teaching, language teaching and learning strategies, individual differences, research methods, classroom research, form-focused instruction, age effects, literacy, proficiency, and teacher education and teacher development. The book serves as a reference and offers inspiration to researchers and students in language education. An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL

Author: Ali Fuad Selvi
Publisher: Routledge
ISBN: 1000395405
Category : Language Arts & Disciplines
Languages : en
Pages : 299

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Book Description
This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.

Author: Subhan Zein
Publisher: Routledge
ISBN: 1351397826
Category : Education
Languages : en
Pages : 217

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Book Description
This edited collection responds to a gap in the literature by presenting a much-needed examination of both the theoretical and practical aspects of teacher education for English as a lingua franca in Indonesia. Through a series of extended research-based and conceptual chapters written by experts in teaching English to speakers of other languages (TESOL) in and about Indonesia, this book offers an insight into Indonesia’s unique cultural, social and institutional contexts. The content focuses on four interrelated themes: the transition of perspective from English as a foreign language (EFL) to English as a lingua franca (ELF); the knowledge base of ELF pedagogy; teacher agency and identity in ELF; and innovations in teacher education for ELF. This book is highly relevant to English teachers, teacher educators and scholars worldwide aspiring to broaden their horizon and professionalism in the teaching of ELF.

Author: Ann Pelo
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 262

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Book Description
Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs.

Author: JoAnn Crandall
Publisher: Routledge
ISBN: 1317279492
Category : Foreign Language Study
Languages : en
Pages : 304

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Book Description
At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

Author: John Trent
Publisher: Springer Science & Business Media
ISBN: 9400773927
Category : Education
Languages : en
Pages : 197

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Book Description
This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts.