Language Teacher Identities: Co-constructing Discourse and Community

Front Cover
Multilingual Matters, Jun 6, 2008 - Language Arts & Disciplines - 240 pages

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.

 

Contents

Introduction
1
Discourse Identity and Community
15
The Discursive Context
41
The Formation of a Community of Practice
75
The Discursive Construction of Systems of Knowledge
105
The Discursive Construction of Interpersonal Relations
136
The Discursive Construction of Intrapersonal Identity
157
Summary of Findings and Future Directions
182
References
200
Index
212
Copyright

Other editions - View all

Language Teacher Identities: Co-constructing Discourse and Community
Matthew Clarke
Limited preview - 2008
Language Teacher Identities: Co-constructing Discourse and Community
Matthew Clarke
Snippet view - 2008
Language Teacher Identities: Co-constructing Discourse and Community
Matthew Clarke
Snippet view - 2008
View all »

Common terms and phrases

active agree analysis approaches Arab argued aspects B.Ed become Beliefs about teaching challenges chapter classroom commitment community of practice community’s complex concern consider constitutive constructed context course creating critical culture described discourse discussion draw effective emphasis engagement English enterprise environment examined example experience explore expressed first focus future given global government schools ideas identity important individual Insights involves issues knowledge language learners learning lesson linguistic linked looking Manal meaning Moral motivation noted notion offers opposition particular past positive possible posting potential present professional programme questions reference reflected relation response rhetorical role school teachers seen sense shared situation social specific statements strategies student teachers styles teacher education theory things thought tion traditional understanding values wider women

About the author (2008)

Currently an Assistant Professor in the Faculty of Education at the University of Hong Kong, Matthew Clarke led the development and implementation of the new Bachelor of Education at the Higher Colleges of Technology in the United Arab Emirates between 1999 and 2006. Prior to working in teacher education, he taught in primary schools and language centres in the UK and Australia. His research interests include discourse analysis, identity, social theory, cultural studies and philosophy as well as language and literacy education.

Bibliographic information

TitleLanguage Teacher Identities: Co-constructing Discourse and Community
Volume 8 of New Perspectives on Language and Education
AuthorMatthew Clarke
PublisherMultilingual Matters, 2008
ISBN1847699545, 9781847699541
Length240 pages
Subjects › 

Education / Professional Development
Education / Teacher Training & Certification
Language Arts & Disciplines / Study & Teaching
  
Export CitationBiBTeX EndNote RefMan