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Book Synopsis

The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training

Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity.

With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students

Language Teacher Identity

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      Publisher: John Wiley & Sons Inc
      Publication Date: 01/07/2024
      ISBN13: 9781394154531, 978-1394154531
      ISBN10: 1394154534
      Also in:
      Bilingualism and multilingualism

      Description

      Book Synopsis

      The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training

      Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity.

      With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students

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