Language Teacher Recognition : Narratives of Filipino English Teachers in Japan / / Alison Stewart

• Record Nr.: UNINA9911008903803321
• Autore: Stewart Alison
• Pubbl/distr/stampa: Blue Ridge Summit, PA : , : Multilingual Matters, , [2020]; ©2020
• ISBN: 9781788927918; 1788927915; 9781788927901; 1788927907
• Descrizione fisica: 1 online resource (ix, 140 pages) : illustrations
• Collana: New Perspectives on Language and Education
• Disciplina: 428.0071/052
• Soggetti: English language - Study and teaching (Elementary) - Japan; English teachers - Psychology; English teachers - Japan - Attitudes; Filipinos - Japan - Attitudes; Filipinos - Japan - Social conditions; Foreign workers - Japan - Attitudes; Identity (Philosophical concept) - Social aspects - Japan; Recognition (Philosophy); EFL; Filipino English Teachers; career narratives; identity politics in language teaching; identity politics; language teacher associations (LTAs); language teacher identity; non-native teachers of English; recognition theory; LANGUAGE ARTS & DISCIPLINES / Study & Teaching
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Frontmatter -- Contents -- Acknowledgements -- Abbreviations -- Notes -- Introduction -- 1. Researching Language Teacher Identity -- 2. The Changing Japanese Context -- 3. Investment and Recognition -- 4. Language Teacher Group Identity -- 5. Careers, Work, Morality -- 6. Different Perspectives -- 7. Conclusions -- Epilogue -- References -- Index
• Sommario/riassunto: This book presents the career narratives of an under-researched group of teachers: immigrant Filipino teachers of English working mainly with young and very young learners in Japan. It provides a nuanced and revealing critique of poststructuralist views of identity and proposes recognition theories as an alternative perspective. It explores the role of the community found in language teacher associations in the formation and strengthening of language teacher identity and reveals new insights into morality and social justice in language teacher identity. The narratives of the teachers and the communities of which they are part demonstrate how prejudice affects those faced by it, and how speaking about and celebrating success can affirm individual and group identity.