Introduction; Part A: Survey; 1. Different Approaches to the Study of Teacher Learning and Identity; 2. Talk and Identity in Teacher Education and Development; Part B: Analysis; 3. Social Interaction, Knowledge and Identity in Pre-service ELT Teacher Education; 4. Social Interaction and the Global ELT Coursebook; 5. Social Interaction and Reflection in an In-service Context; Part C: Applications; 6. Managing Interaction in Teacher Education Contexts; 7. The Wider Context: Implications for the Global ELT Industry; Conclusion.
John Gray is Senior Lecturer in TESOL and Applied Linguistics, Cass School of Education, University of East London. Tom Morton teaches Linguistics at the Universidad Autonoma de Madrid.
I applaud the authors for placing social interaction front and
centre in LTI research. I also appreciate their willingness to take
on the precarity of discussing key issues such as social class and
sexuality--issues that have often been overlooked in language
teacher education... I teach a graduate seminar on identity and
ideology in multilingual settings...the timeliness of this book and
its theoretical and methodological detail have coaxed me into
making this volume a primary course text...I urge other teacher
educators to do the same because a book like this is necessary if
we are to make language teacher identity a central facet of
language teacher education.--Peter I. De Costa, Michigan State
University "ELT Journal"
It is not often one comes across a scholarly work that is a
page-turner. For those with any interest in language teacher
identity whatsoever, this book certainly is. It is about English
language teacher identities and the ways they are performed and
emerge in social interaction - and how they are analysed. The
coverage of theory and research is both accessible and
comprehensive. Applications and implications for teacher education
and teaching practice are suggested, as are directions for future
research. Tackling so much in one volume, in such a readable form,
is an outstanding accomplishment by the authors.-- "Gary
Barkhuizen, University of Auckland"
Part of the Studies in social interaction series, this book
fittingly positions itself within the data-grounded exploration of
identity through discourse, in this case of English language
teachers without their students. [A range of case studies] present
the varied and insightful selection of interactional contexts from
which transcribed audio data are analysed, both to critically shed
light on existing and emerging themes within Applied
Linguistics/TESOL and to illustrate methodological approaches to
social interaction, in keeping with the aims of the series.--Marion
Nao "BAAL News"
Taken as a whole, this book constitutes a valuable read for three
reasons. First, it contributes to studies on LTIs by shifting
research focus from traditional classroom interactions to a wide
range of social interactions... Second, the authors' adoption of an
overall contextual or ecological perspective which incorporates
different levels of analysis in LTIs makes this work strikingly
attractive... Third, from a methodological perspective, this work
sheds light on the use of narrative inquiry in LTI research.
Compared with previous studies, this book offers a new and creative
perspective in the use of narrative... In short, Gray and Morton's
work provides a delicate and transdisciplinary examination of LTIs
in a broader context.--Xueyu Wang, Nantong University "Discourse
Studies"
This book is a tremendously valuable addition to the emerging field
of language teacher identity. The authors have made a powerful case
for social interaction as a primary site for doing identity. Their
immensely rich micro-analyses of what may appear to be commonplace
professional interactions provide deep insights into the dynamic,
fluid and complex nature of teacher identity. The book is a must
read for (language) teachers and teacher educators, researchers and
practitioners alike.-- "Amy B.M. Tsui, The University of Hong
Kong"
This book marks a before and after in the field of on language
teacher identity. If previous books have focused on one or two
issues or themes, such as teachers' professional identities or
issues around gender, race and religion, this book is far more
comprehensive in scope. It takes on these issues and themes, but it
also includes in-depth discussions of language teacher identity in
terms of social class, LGBT identity and teacher's orientations to
languages. Drawing on a range of analytical frameworks, from
membership categorisation analysis to stance, the authors focus on
the interactions and self-representations of teachers across a
range of contexts. The book is beautifully written and without a
doubt a must read for anyone interested in this all-important area
of research in language education.--David Block, ICREA/ University
of Lleida, Spain
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