The role of context in language teachers' self development and motivation : perspectives from multilingual settings
Author(s)
Bibliographic Information
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
Available at 5 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
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
Contents of Works
- 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
Description and Table of Contents
Description
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.
Table of Contents
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
by "Nielsen BookData"