The role of context in language teachers' self development and motivation : perspectives from multilingual settings
著者
書誌事項
The role of context in language teachers' self development and motivation : perspectives from multilingual settings
（Psychology of language learning and teaching / series editors, Sarah Mercer and Stephen Ryan, 13）
Multilingual Matters, c2021
- : pbk
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注記
Summary: "This book unpacks data from conversations with bi-/multilingual EFL teachers to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts"-- Provided by publisher
Includes bibliographical references (p. 136-152) and index
収録内容
- Senegal : "We English teachers, we speak English."
- Vietnam : "English is a privilege for me"
- Egypt : "Why is he comparing her to a summer's day?"
- Argentina : "Learning the language will never end."
- Turkey : "I'm better than these guys."
- Ukraine : "I know how my people think."
- Estonia : "Teachers speak better."
- Final thoughts
内容説明・目次
内容説明
This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts - Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam - to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda's (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation.
目次
Foreword
Preface
1. Introduction
2. Senegal: 'We English teachers, we speak English'
3. Vietnam: 'English is a privilege for me'
4. Egypt: 'Why is he comparing her to a summer's day?'
5. Argentina: 'Learning the language will never end'
6. Turkey: 'I'm better than these guys'
7. Ukraine: 'I know how my people think'
8. Estonia: 'Teachers speak better'
9. Final Thoughts
References
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