The Complexity of Identity and Interaction in Language Education (eBook)

lt;p>Nathanael Rudolph is an Associate Professor of Sociolinguistics and Language Education at Kindai University in Higashiosaka, Japan. His research interests include translingual practice, critical approaches to language teacher and learner identity, and (in)equity in (and beyond) language education.

Ali Fuad Selvi is an 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 Assistant Professor of Educational Linguistics at the University of Alabama, USA. His research interests include language teacher learning and identity, language policy and planning, World Englishes, and collaboration between ESL and content-area teachers.

Nathanael Rudolph, Ali Fuad Selvi, and Bedrettin Yazan: Introduction: The Complexity of Identity and Interaction in Language Education

Section I: Learners, Teachers, and the “Ares,” “Cans” and “Shoulds” of Being and Becoming

Chapter 1: Syed Abdul Manan, Maya Khemlani David, Liaquat Ali Channa and Francisco Perlas Dumanig: The Monolingual Bias: A Critique of Idealization and Essentialization in ELT in Pakistan

Chapter 2: Meike Wernicke: Constructing “Other” Identities as a French Second Language Teacher

Chapter 3: Lobat Asadi, Stephanie Moody and Yolanda Padrón: “English is the Commercial Language Whereas Spanish is the Language of My Emotions:” An Exploration of TESOL and Bilingual Teacher Identity and Translanguaging Ideologies

Chapter 4: Véronique Lemoine-Bresson: Identity Dynamics in the Speeches of Language Teachers' in French and German Primary Schools: How Do They Go About Constructing “Interculturality”?

Chapter 5: Jeremy Gombin-Sperling and Melanie Baker Robbins: English in Cuba: Reflections on a Study of Cuban Teachers’ and Students’ Relationships to English

Section II: Teacher Identity As/In/Beyond Practice

Chapter 6: Şeyma Toker: From Being a Language Teacher to Becoming a Graduate Student-Teacher: in the Midst of Professional Identities

Chapter 7: Naashia Mohamed: Who am I and Where Do I Fit In: A Narrative Analysis of One Teacher’s Shifting Identities

Chapter 8: April Salerno and Elena Andrei: Suntem Profesori / We Are Teachers: Self-Exploration as a Pathway to Language Teacher Education

Chapter 9: Alfredo Urzúa: Teacher Identity Construction in Progress: The Role of Classroom Observations and Interactive Reflective Practices in Language Teacher Education

Chapter 10: Sedat Akayoğlu, Babürhan Üzüm and Bedrettin Yazan: Preservice Teachers’ Cultural Identity Construction in Telecollaboration

Section III: Learner Negotiations of Identity in and Beyond the Classroom

Chapter 11: Shinji Kawamitsu: Meaning-Making as a Site of Struggle: One Japanese Language Learner’s Negotiation with Identity and Writing

Chapter 12: Adolfo Arrieta and Nayibe Rosado: Negotiating Complex Identities through Positionings in On-Going Interaction: A Case Study in a Foreign Language Teacher Education Program in Colombia

Chapter 13: Sarah Hopkyns: Dancing Between English And Arabic: Complexities in Emirati Cultural Identities

Chapter 14: Eliana Hirano and Caroline Payant: The Story of Tabasum: An Exploration of a Refugee Student’s Developing Identities

Glenn Toh: Afterword