Language teacher identities [[electronic resource] ] : co-constructing discourse and community / / Matthew Clarke

• Record Nr.: UNINA9910782136703321
• Autore: Clarke Matthew <1964->
• Pubbl/distr/stampa: Clevedon, UK ; ; Buffalo [NY], : Multilingual Matters, c2008
• ISBN: 1-84769-954-5; 1-281-87848-0; 9786611878481; 1-84769-083-1
• Descrizione fisica: 1 online resource (228 p.)
• Collana: New perspectives on language and education
• Classificazione: HD 158
• Disciplina: 428.007105357
• Soggetti: English language - Study and teaching - United Arab Emirates; English language - Study and teaching - Arabic speakers; English teachers - Training of - United Arab Emirates; English language - United Arab Emirates; Women - Education - United Arab Emirates; Second language acquisition
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. 200-211) and index.
• Nota di contenuto: Front matter -- Contents -- Acknowledgements -- Foreword -- Introduction -- 1. Discourse, Identity and Community -- 2. The Discursive Context -- 3. The Formation of a Community of Practice -- 4. The Discursive Construction of Systems of Knowledge and Belief -- 5. The Discursive Construction of Interpersonal Relations -- 6. The Discursive Construction of Intrapersonal Identity -- 7. Summary of Findings and Future Directions -- References -- Index
• Sommario/riassunto: Set in the rapidly changing world of the contemporary United Arab Emirates and bringing together detailed linguistic analysis with cutting edge social theory, this book explores the development of the first cohort of students to complete a new Bachelor of Education in English language teaching, theorizing the students’ learning to teach in terms of the discursive construction of a teaching identity within an evolving community of practice. Both a study of the influence of issues such as ; gender and nationalism in language teacher education in the Middle East, as well as of the power of discourse and community in shaping identity, this book will be of relevance to anyone working in teacher education as well as to those with an interest in theorizations of discourse and identity.