Jump to ContentJump to Main Navigation
Show Summary Details

Provides an alternative and original theoretical perspective that addresses marginalization and privilege in teaching

Stewart, Alison

Language Teacher Recognition

Narratives of Filipino English Teachers in Japan

Series:New Perspectives on Language and Education

MULTILINGUAL MATTERS

    269,90 € / $319.90 / £229.90*

    eBook (PDF)
    Publication Date:
    2020
    Copyright year:
    2020
    To be published:
    March 2020
    ISBN
    978-1-78892-790-1
    See all formats and pricing

    Overview

    Aims and Scope

    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.

    Details

    168 pages
    MULTILINGUAL MATTERS
    Language:
    English
    Keyword(s):
    EFL; non-native teachers of English; language teacher identity; recognition theory; identity politics; career narratives; language teacher associations (LTAs); Filipino English Teachers; identity politics in language teaching

    More ...

    StewartAlison:

    Alison Stewart is Professor of English Education at Gakushuin University, Japan. Her research interests include language teaching and identity and language teacher associations.

    Alison Stewart is Professor of English Education at Gakushuin University, Japan. Her research interests include language teaching and identity and language teacher associations.

    Reviews

    Stewart’s book goes where previous language teacher identity books have not gone, focusing on an under-researched group, Filipino English teachers in Japan, while adopting an identity politics perspective which draws on the work of scholars such as Alex Honneth and Charles Taylor. Extremely well written, it is a must-read for anyone interested in language teacher identity.

    Comments (0)

    Please log in or register to comment.
    Log in