Criticality, Agency, and Language Teacher Identities

This book interrogates language teacher identity construction, negotiation, and meaning-making in today''s ever-changing global contexts. By exploring language teacher identity through a critical lens and drawing on insights from language teachers and language teacher educators, it provides a deep understanding of how identity construction unfolds and transforms teaching practices. Its chapters use a wide range of methodologies and theoretical perspectives, including World Englishes, raciolinguistics, postcolonial theory and auto-ethnography. This wealth of international case studies moves beyond simply contrasting native and non-native speaking teachers to instead highlight their intersectional identities. This approach foregrounds and problematizes the power imbalances woven into language teaching and teacher education, documenting ways in which language teachers can advocate for themselves, their profession, students, families, and their communities. It also suggests ways of sharing innovative critical approaches at the intersection of LTI, agency, and today''s complex socio-political and socio-historical contexts.

Auteur
Hyunjin Jinna Kim is a Postdoctoral Associate in the Center for Excellence in Learning and Teaching at Stony Brook University, USA. Huseyin Uysal is Visiting Assistant Professor in the Department of Educational Studies at Knox College, USA.

Texte du rabat
An interrogation of how language teachers' identities are constructed and negotiated in today's ever-changing global contexts.

Contenu

Series Editor Foreword
List of Figures
List of Tables
Foreword, Ryuko Kubota (University of British Columbia, Canada)
Acknowledgments
List of Contributors
Introduction: Intersection of Criticality, Agency, and Language Teacher Identities in Global Language Teacher Education, Hyunjin Jinna Kim (Stony Brook University, USA) and Huseyin Uysal (Knox College, USA)
Part I: Language Teacher Identities and Advocacy for the Profession

2. Developing Teacher Agency for Professional Development: A Case Study of Secondary Level EL Teachers in Bangladesh, Md. Abdur Rouf (Jagannath University, Bangladesh) and Shaila Sultana (University of Dhaka, Bangladesh)
3. Language Teacher Identity and Agency Informing Teaching Practice: Empowering Culturally and Linguistically Diverse Learners in Adult ESL, Anna Sanczyk-Cruz (University of Bialystok, Poland) and Elizabeth R. Miller (University of North Carolina at Charlotte, USA)
4. Resigency: Critical Conceptualization of the Complexity of Resilience and Agency among Language Teachers, Mostafa Nazari (Hong Kong Polytechnic University, Hong Kong)
   Part II: Language Teacher Identities and Advocacy for Challenging Social Inequities
5. Empowering Non-Native English Teachers by Advocating for Emotional Resistance Against Inequalities, Juyoung Song (Murray State University, USA)
6. Global Englishes: Counteracting Internationalized English Superiority, Challenging Problematic Identities, and (Re)Negotiating Agency, Min Wang (Houghton University, USA) and Sender Dovchin (Curtin University, Australia)
7. Reflections on Language Teacher Identity Development through Decolonizing Language Ideologies in Race-Based Caucusing Spaces, Hsin-Jung Li, Claudia Gutiérrez, Camille Ungco and Manka M. Varghese (University of Washington, USA)
   PART II Commentary: Language Teacher Identities and Advocacy for Challenging Social Inequities by Sender Dovchin
8. Empowering Voices for Agency, Advocacy, and Equity in Language Teaching and Teacher Education: Some Concluding Remarks, Hayriye Kayi-Aydar (University of Arizona, USA)
   Index