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Criticality, Teacher Identity, and (In)equity in English Language Teaching

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Cover of 'Criticality, Teacher Identity, and (In)equity in English Language Teaching'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: Apprehending Identity, Experience, and (In)equity Through and Beyond Binaries
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    Chapter 2 Glocalization, English as a Lingua Franca and ELT: Reconceptualizing Identity and Models for ELT in China
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    Chapter 3 Power and Ownership Within the NS/NNS Dichotomy
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    Chapter 4 Teachers’ Identities as ‘Non-native’ Speakers: Do They Matter in English as a Lingua Franca Interactions?
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    Chapter 5 The (Re)Construction of Self Through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization
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    Chapter 6 English, Identity and the Privileging and Marginalizing of Transculturality
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    Chapter 7 “What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Profession
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    Chapter 8 Accepting and Circumventing Native Speaker Essentialism
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    Chapter 9 “I Speak How I Speak:” A Discussion of Accent and Identity Within Teachers of ELT
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    Chapter 10 Speakerhood as Segregation: The Construction and Consequence of Divisive Discourse in TESOL
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    Chapter 11 “Legitimate” Concerns: A Duoethnography of Becoming ELT Professionals
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    Chapter 12 Significant Encounters and Consequential Eventualities: A Joint Narrative of Collegiality Marked by Struggles Against Reductionism, Essentialism and Exclusion in ELT
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    Chapter 13 Exploring Privilege and Marginalization in ELT: A Trioethnography of Three Diverse Educators
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    Chapter 14 Doing and Undoing (Non)Nativeness: Glocal Perspectives from a Graduate Classroom
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    Chapter 15 Essentialization, Idealization, and Apprehensions of Local Language Practice in the Classroom
Attention for Chapter 3: Power and Ownership Within the NS/NNS Dichotomy
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Citations

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Chapter title
Power and Ownership Within the NS/NNS Dichotomy
Chapter number 3
Book title
Criticality, Teacher Identity, and (In)equity in English Language Teaching
Published by
Springer, Cham, January 2018
DOI 10.1007/978-3-319-72920-6_3
Book ISBNs
978-3-31-972919-0, 978-3-31-972920-6
Authors

I-Chen Huang

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 5 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 5 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 2 40%
Professor > Associate Professor 1 20%
Student > Doctoral Student 1 20%
Student > Master 1 20%
Readers by discipline Count As %
Social Sciences 2 40%
Linguistics 2 40%
Arts and Humanities 1 20%

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