Non-Native English-Speaking Teachers Revisited - Zheng, Xuan; - Prospero Internet Bookshop
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Non-Native English-Speaking Teachers Revisited: Paradoxes in Multilingual Professionals' Identity Development
 
Product details:
ISBN13:9781032793733
ISBN10:1032793732
Binding:Hardback
No. of pages:206 pages
Size:234x156 mm
Language:English
Illustrations: 7 Illustrations, black & white; 7 Line drawings, black & white; 11 Tables, black & white
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Non-Native English-Speaking Teachers Revisited

Paradoxes in Multilingual Professionals' Identity Development
 
Edition number: 1
Publisher: Routledge
Date of Publication:
 
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Short description:

Drawing on ethnographical evidence, this book examines the complexity of the controversial construct ?non-native English-speaking teacher? (NNEST) and the newly proposed ?translingual/translanguaging teacher? in re-scripting their identities.

Long description:

Drawing on ethnographical evidence, this book examines the complexity of the controversial construct ?Non-Native English-Speaking Teacher? (NNEST) and the newly proposed ?translingual/translanguaging teacher? in re-scripting their identities.


Zheng examines the process of international graduate students? learning to become composition teachers and English professionals in the United States. The book addresses the danger of either constructing fixed boundaries or dissolving them and helps readers to understand the duality of fixity and fluidity in identity development. Zheng advocates for open dialogue between different ideologies in approaching language diversity in schools with the same aim of social justice.


This volume will attract academic readers from a range of disciplines and in different contexts: trainers of international teaching assistants, composition/second language writing scholars, and present or future professionals in TESOL/second/foreign language teaching.

Table of Contents:

1. Introduction  2. Languaged Lives in Learning to Become English Professionals  3. Learning to Teach Composition: Negotiating the Enterprise  4. Learning to Teach Composition: Engaging Mutually  5. Learning to Teach Composition: Developing a Shared Repertoire  6. The Vulnerable Observer: Learning to Study NNESTs  7. Conclusion: Towards an Open Dialogue