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 |
700 |
Literature in general, reference works
Linguistics in general, dictionaries
Psycholinguistics
English, American English Studies
ELT in general
Language teaching
English language and literature
Secondary education
Higher education, adult education
Literature in general, reference works (charity campaign)
Linguistics in general, dictionaries (charity campaign)
Psycholinguistics (charity campaign)
English, American English Studies (charity campaign)
ELT in general (charity campaign)
Language teaching (charity campaign)
English language and literature (charity campaign)
Secondary education (charity campaign)
Higher education, adult education (charity campaign)
Non-Native English-Speaking Teachers Revisited
GBP 130.00
Click here to subscribe.
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.
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.
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