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Educational Linguistics

Criticality, Teacher Identity, and (In)equity in English Language Teaching

Issues and Implications

Editors: Yazan, Bedrettin, Rudolph, Nathanael (Eds.)

  • Offers conceptual and inquiry-based foundations that allow researchers, teacher educators, and teachers to address inequity in the field of English Language Teaching
  • Serves as a discursive catalyst to encourage others to add their voices to the dialogue surrounding identity, privilege and marginalization in language education
  • Equips the reader with tools to better address the conceptualization of privilege and marginalization in the teaching profession
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Buy this book

eBook $89.00
price for USA in USD (gross)
  • ISBN 978-3-319-72920-6
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $119.00
price for USA in USD
  • ISBN 978-3-319-72919-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue. 

Table of contents (15 chapters)

  • Introduction: Apprehending Identity, Experience, and (In)equity Through and Beyond Binaries

    Yazan, Bedrettin (et al.)

    Pages 1-19

  • Glocalization, English as a Lingua Franca and ELT: Reconceptualizing Identity and Models for ELT in China

    Fang, Fan (Gabriel)

    Pages 23-40

  • Power and Ownership Within the NS/NNS Dichotomy

    Huang, I-Chen

    Pages 41-56

  • Teachers’ Identities as ‘Non-native’ Speakers: Do They Matter in English as a Lingua Franca Interactions?

    Matsumoto, Yumi

    Pages 57-79

  • The (Re)Construction of Self Through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization

    Quintero, Alvaro Hernán (et al.)

    Pages 81-102

Buy this book

eBook $89.00
price for USA in USD (gross)
  • ISBN 978-3-319-72920-6
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $119.00
price for USA in USD
  • ISBN 978-3-319-72919-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Criticality, Teacher Identity, and (In)equity in English Language Teaching
Book Subtitle
Issues and Implications
Editors
  • Bedrettin Yazan
  • Nathanael Rudolph
Series Title
Educational Linguistics
Series Volume
35
Copyright
2018
Publisher
Springer International Publishing
Copyright Holder
Springer International Publishing AG, part of Springer Nature
eBook ISBN
978-3-319-72920-6
DOI
10.1007/978-3-319-72920-6
Hardcover ISBN
978-3-319-72919-0
Series ISSN
1572-0292
Edition Number
1
Number of Pages
XIII, 302
Number of Illustrations
10 b/w illustrations
Topics