Criticality, Teacher Identity, and (In)equity in English Language Teaching
This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, t
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Bedrettin Yazan Nathanael Rudolph Editors
Criticality, Teacher Identity, and (In) equity in English Language Teaching Issues and Implications
Educational Linguistics Volume 35 Series Editor Francis M. Hult, Lund University, Sweden Editorial Board Marilda C. Cavalcanti, Universidade Estadual de Campinas, Brazil Jasone Cenoz, University of the Basque Country, Spain Angela Creese, University of Birmingham, United Kingdom Ingrid Gogolin, Universität Hamburg, Germany Christine Hélot, Université de Strasbourg, France Hilary Janks, University of Witwatersrand, South Africa Claire Kramsch, University of California, Berkeley, U.S.A Constant Leung, King’s College London, United Kingdom Angel Lin, University of Hong Kong, Hong Kong Alastair Pennycook, University of Technology, Sydney, Australia
Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multi- layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning. The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; first- and additional language literacy; language teacher education; language development and socialization in non- traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics. The Educational Linguistics series invites authors to contact the general editor with suggestions and/or proposals for new monographs or edited volumes. For more information, please contact the publishing editor: Jolanda Voogd, Senior Publishing Editor, Springer, Van Godewijckstraat 30, 3300 AA Dordrecht, The Netherlands. More information about this series at http://www.springer.com/series/5894
Bedrettin Yazan • Nathanael Rudolph Editors
Criticality, Teacher Identity, and (In)equity in English Language Teaching Issues and Implications
Editors Bedrettin Yazan Department of Curriculum and Instruction The University of Alabama Tuscaloosa, AL, USA
Nathanael Rudolph Department of English Mukogawa Women’s University Nishinomiya-shi, Hyogo-ken, Japan
ISSN 1572-0292 ISSN 2215-1656 (electronic) Educational Linguistics ISBN 978-3-319-72919-0 ISBN 978-3-319-72920-6 (eBook) https://doi.org/10.1007/978-3-319-72920-6 Library of Congress Control Numb
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