標(biāo)題: Titlebook: Criticality, Teacher Identity, and (In)equity in English Language Teaching; Issues and Implicati Bedrettin Yazan,Nathanael Rudolph Book 201 [打印本頁] 作者: 棕櫚等 時間: 2025-3-21 17:10
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書目名稱Criticality, Teacher Identity, and (In)equity in English Language Teaching被引頻次
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作者: 征兵 時間: 2025-3-21 23:12
Book 2018teraction 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.?.作者: 易于 時間: 2025-3-22 02:18
Wahlk?mpfe in Europa 1884 bis 1889 importance of moving beyond the idealized native speaker model to glocalized ELT practices. That however, requires local ELT practitioners to reconsider the goals and model of ELT, possibly by recognizing the significance of local Englishes and integrating them into the language curriculum, and by applying critical pedagogy to actual practice.作者: cortex 時間: 2025-3-22 06:22
Die Volkswirtschaftliche Gesamtrechnung,nglish learners, constantly chasing English knowledge. While a NS’s accent was deemed as desirable, a NNS teacher’s fluency in English and pedagogical expertise were acknowledged in order to have her accent dismissed. The study concludes that a NNS identity evolves from a dynamic and conflicting process.作者: Sarcoma 時間: 2025-3-22 11:33
,Grunds?tze des Bilanzsteuerrechts,ounts discuss her ways of coping and living with competing TESOL pedagogies, ideologies and realities. This process of (re)learning her professional realities, brought her to new understanding and the re-inventing of her professional self, as she struggles to move beyond the confinement of labels in the ELT industry.作者: 類型 時間: 2025-3-22 15:04
e the authors have lived and worked?– Canada, Colombia, USA and Sri Lanka–, the languages they speak?– English, French, Spanish and Sinhalese?–, as well as their social class, race and religion, have in turn granted them privilege or led to their marginalization.作者: 類型 時間: 2025-3-22 19:43
Glocalization, English as a Lingua Franca and ELT: Reconceptualizing Identity and Models for ELT in importance of moving beyond the idealized native speaker model to glocalized ELT practices. That however, requires local ELT practitioners to reconsider the goals and model of ELT, possibly by recognizing the significance of local Englishes and integrating them into the language curriculum, and by applying critical pedagogy to actual practice.作者: bisphosphonate 時間: 2025-3-22 23:25 作者: anarchist 時間: 2025-3-23 03:42
“What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Professionounts discuss her ways of coping and living with competing TESOL pedagogies, ideologies and realities. This process of (re)learning her professional realities, brought her to new understanding and the re-inventing of her professional self, as she struggles to move beyond the confinement of labels in the ELT industry.作者: 廚房里面 時間: 2025-3-23 06:22
Exploring Privilege and Marginalization in ELT: A Trioethnography of Three Diverse Educatorse the authors have lived and worked?– Canada, Colombia, USA and Sri Lanka–, the languages they speak?– English, French, Spanish and Sinhalese?–, as well as their social class, race and religion, have in turn granted them privilege or led to their marginalization.作者: Preamble 時間: 2025-3-23 10:43 作者: 高談闊論 時間: 2025-3-23 16:42 作者: ostracize 時間: 2025-3-23 21:25 作者: 枯燥 時間: 2025-3-23 23:07
Teachers’ Identities as ‘Non-native’ Speakers: Do They Matter in , Interactions?l teacher, who works hard to resolve miscommunication with students, have been . through ongoing classroom interactions rather than being predetermined. I contend we need more research exhibiting the fluid nature of multilingual teacher practice and process of identity construction in . instructiona作者: Fallibility 時間: 2025-3-24 05:30
The (Re)Construction of Self Through Student-Teachers’ Storied Agency in ELT: Between Marginalizatioalysis yielded findings which we present under three headings: public education as possibility, ELT as a glocal profession, and teachers’ multiple ways of being. The study findings point to pre-service teachers’ identity construction experiences between marginalization and idealization.作者: 表兩個 時間: 2025-3-24 08:54
English, Identity and the Privileging and Marginalizing of Transculturality ways in which our cultural backgrounds, nationalities, linguistic abilities, academic backgrounds, and gender connect intimately with our professional and personal identities within globalized world Englishes and how we navigate stated and unstated politics. Finally, the perception of race and nati作者: 態(tài)度暖昧 時間: 2025-3-24 10:45 作者: FAR 時間: 2025-3-24 18:24
“I Speak How I Speak:” A Discussion of Accent and Identity Within Teachers of ELT do not conform to the suggested ‘one size fits all’ approach that is sometimes displayed within English language teachers’ accents, based on the relevant literature, personal anecdotes and the experiences of an English as a second language (ESL) teacher with an accent deemed ‘inappropriate’ for her作者: 正式演說 時間: 2025-3-24 22:55 作者: Limited 時間: 2025-3-25 00:25 作者: GRATE 時間: 2025-3-25 04:44 作者: 催眠藥 時間: 2025-3-25 11:05 作者: 假裝是我 時間: 2025-3-25 12:21
Essentialization, Idealization, and Apprehensions of Local Language Practice in the Classroomfrom their use of Japanese, in the classroom. Space for teachers, positioned as neither an “idealized NS of English” nor “idealized NS of Japanese,” was non-existent. The study troubles dominant, critically-oriented approaches to local language practice in the field of English language teaching (ELT作者: 意外 時間: 2025-3-25 19:24
Criticality, Teacher Identity, and (In)equity in English Language TeachingIssues and Implicati作者: Accessible 時間: 2025-3-25 20:42 作者: JECT 時間: 2025-3-26 00:40
Die Volkswirtschaftliche Gesamtrechnung,l teacher, who works hard to resolve miscommunication with students, have been . through ongoing classroom interactions rather than being predetermined. I contend we need more research exhibiting the fluid nature of multilingual teacher practice and process of identity construction in . instructiona作者: ULCER 時間: 2025-3-26 05:58 作者: Hallmark 時間: 2025-3-26 12:07
Die Volkswirtschaftliche Gesamtrechnung, ways in which our cultural backgrounds, nationalities, linguistic abilities, academic backgrounds, and gender connect intimately with our professional and personal identities within globalized world Englishes and how we navigate stated and unstated politics. Finally, the perception of race and nati作者: triptans 時間: 2025-3-26 16:18
,Grunds?tze des Bilanzsteuerrechts,s emphasised their multilingualism and presented stories of teaching practices. Therefore, while tending to accept essentialised identity construction by others, the participants utilized other aspects of their identity to overcome prejudice in the workplace.作者: Baffle 時間: 2025-3-26 20:48
,Die Prüfung der steuerlichen Bewertung, do not conform to the suggested ‘one size fits all’ approach that is sometimes displayed within English language teachers’ accents, based on the relevant literature, personal anecdotes and the experiences of an English as a second language (ESL) teacher with an accent deemed ‘inappropriate’ for her作者: 無能力 時間: 2025-3-26 23:33 作者: LAST 時間: 2025-3-27 02:46 作者: 壁畫 時間: 2025-3-27 05:56
of inertia, while perpetuating inequalities of access and asymmetries in power relations among learners, teachers and vested stakeholders. We conclude that the work of uncovering dissimulated ideologies in the struggle between monolithism and diversity, structure and agency, oppression and transform作者: Constrain 時間: 2025-3-27 12:44
e” identities are reified, conferred, denied, and performed through everyday interactions (see also Aneja GA, Crit Inq Lang Stud 13(4):351–379, 2016a; TESOL Q 50(3), 572–596, 2016b). I then use (non)native speakering as a lens through which to analyze the significance of the possibilities Anna Marie作者: Conquest 時間: 2025-3-27 14:20 作者: 革新 時間: 2025-3-27 19:39
Introduction: Apprehending Identity, Experience, and (In)equity Through and Beyond Binaries,ion in and through the British and American colonial agenda of linguistic, cultural, economic, political, religious, educational and ethnic imperialism?(Pennycook A The myth of English as an international language. In: Makoni S, Pennycook A (ed) Disinventing and reconstituting languages. Multilingua作者: 充氣女 時間: 2025-3-28 01:40 作者: Deceit 時間: 2025-3-28 05:20
Power and Ownership Within the NS/NNS Dichotomyin the NS/NNS dichotomy in Taiwan. Bakhtin explicates identity, similar to one who has dialogues with others. One’s identity emerges from appropriating voices which are characterized with status and values; meanwhile, dialoguing creates space for negotiating one’s standpoint. This study comprises my作者: 陪審團(tuán)每個人 時間: 2025-3-28 08:00 作者: 形容詞詞尾 時間: 2025-3-28 12:50 作者: Respond 時間: 2025-3-28 14:59
English, Identity and the Privileging and Marginalizing of Transculturalitygs to all. However, there is also the idea of the idealized native speaker, a theoretical concept born from sociology of language that has become naturalized and realized making the concept very problematic. Although education has connected people on not just the local scale but also the global scal作者: 圓錐 時間: 2025-3-28 22:43
“What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Professionssion and industry (along with its labeling games). The paper discusses phases of identity (re)construction in relation to the labeling practice in ELT industry, particularly the “native” and “non-native” labels, and how the author was engaged in dialogue, and struggled in the process of (re)learnin作者: 相符 時間: 2025-3-29 02:23
Accepting and Circumventing Native Speaker Essentialismnarrative interviews and focus groups the study explored how the participants experience linguicism, which positions them as inauthentic native English speakers (NES) or non-native English speakers (NNES). Several of the participants are also complicit in this, with many resisting a NES label or fee作者: 不發(fā)音 時間: 2025-3-29 05:39 作者: 受人支配 時間: 2025-3-29 08:40 作者: strdulate 時間: 2025-3-29 12:23
“Legitimate” Concerns: A Duoethnography of Becoming ELT Professionalsthemes of marginality and acceptance in the experience of developing professional identities. Through this process, the authors seek to construct what it means to be “l(fā)egitimate” ELT professionals. The authors (one a Korean citizen working at a university in the US, the other a US citizen completing作者: 容易懂得 時間: 2025-3-29 18:19 作者: 珠寶 時間: 2025-3-29 22:53
Exploring Privilege and Marginalization in ELT: A Trioethnography of Three Diverse Educatorslect on, question and challenge how they negotiate their evolving identities in the field of ELT. Two of the authors are emerging scholars, English language teachers and former doctoral students of the third co-author, an established scholar and professor at the University of Toronto. In this dialog作者: 率直 時間: 2025-3-30 02:35
Doing and Undoing (Non)Nativeness: Glocal Perspectives from a Graduate Classroomces where candidates can explore and enact alternative identities that resist the (re)invention of such binaries. In this chapter, I consider pedagogical possibilities by examining how a teacher educator at a large, urban university integrates critical discussions, normalizes diversity, and encourag作者: Canyon 時間: 2025-3-30 07:12
Essentialization, Idealization, and Apprehensions of Local Language Practice in the Classroomnd their teacher conceptualizing boundaries of local language practice in one English department. Together, they apprehend local (Japanese) language practice as negotiated at the interstices of discourses of “Japaneseness-Otherness” and “native English speakerness-Otherness.” Authority to employ Jap作者: 我要沮喪 時間: 2025-3-30 09:01
https://doi.org/10.1007/978-3-663-14532-5ion in and through the British and American colonial agenda of linguistic, cultural, economic, political, religious, educational and ethnic imperialism?(Pennycook A The myth of English as an international language. In: Makoni S, Pennycook A (ed) Disinventing and reconstituting languages. Multilingua作者: Intellectual 時間: 2025-3-30 14:53
Wahlk?mpfe in Europa 1884 bis 1889h the development and research of World Englishes and ELF, the concept of an idealized native speaker has been challenged through various discourses and classroom practices. Using China as the main context, this chapter introduces issues related to the notions of native and non-native speakers of En作者: 管理員 時間: 2025-3-30 17:37
Die Volkswirtschaftliche Gesamtrechnung,in the NS/NNS dichotomy in Taiwan. Bakhtin explicates identity, similar to one who has dialogues with others. One’s identity emerges from appropriating voices which are characterized with status and values; meanwhile, dialoguing creates space for negotiating one’s standpoint. This study comprises my作者: 發(fā)芽 時間: 2025-3-30 22:26
Die Volkswirtschaftliche Gesamtrechnung, classroom at a U.S. university, and investigates how an identity as a nonnative-English-speaker teacher (NNEST) might affect English as a . (ELF) interactions. Recent studies on ELF academic discourse (e.g., Bj?rkman (2013) have demonstrated ELF speakers’ skillful communicative strategies for deali作者: 舊石器 時間: 2025-3-31 03:43 作者: V洗浴 時間: 2025-3-31 06:14
Die Volkswirtschaftliche Gesamtrechnung,gs to all. However, there is also the idea of the idealized native speaker, a theoretical concept born from sociology of language that has become naturalized and realized making the concept very problematic. Although education has connected people on not just the local scale but also the global scal
