Questioning the Native Speaker Construct in Teacher Education
Questioning the construction of the ‘native speaker’ as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of ‘nativeness’ while emphasising the interactional and ongoing nature of identity construction. Crossing...
Sábháilte in:
| Príomhchruthaitheoir: | |
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| Formáid: | Online |
| Teanga: | Béarla |
| Foilsithe / Cruthaithe: |
Taylor & Francis
2025
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| Ábhair: | |
| Rochtain ar líne: | https://library.oapen.org/handle/20.500.12657/97908 |
| Clibeanna: |
Níl clibeanna ann, Bí ar an gcéad duine le clib a chur leis an taifead seo!
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| _version_ | 1869528923776221184 |
|---|---|
| author | Waddington, Julie |
| author_browse | Waddington, Julie |
| author_facet | Waddington, Julie |
| author_sort | Waddington, Julie |
| collection | Directory of Open Access Books |
| description | Questioning the construction of the ‘native speaker’ as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of ‘nativeness’ while emphasising the interactional and ongoing nature of identity construction.
Crossing disciplinary and geographical boundaries, this book interweaves theoretical frameworks from diverse disciplines, examining and challenging language ideologies that underpin and perpetuate systemic inequalities. The author argues that this multidisciplinary approach can help disrupt the fixed identity categories on which the native speaker construct is based, prompting a reconception of how we think about ourselves in relation to others and in relation to our position in the world. Chapters present different teacher models as well as specific strategies and activities to stimulate debate and encourage approaches which prioritise pedagogical competence over the native speaker ideal.
Providing an accessible overview of complex issues along with strategic action in teacher education, this book will be of interest to researchers, academics, and postgraduate students in the fields of language education, applied linguistics, Teaching English to Speakers of Other Languages(TESOL), and teacher education. Teacher educators and language teachers should also benefit from this volume. |
| format | Online |
| id | doab-20.500.12854ir-151965 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1519652025-07-21T15:44:42Z Questioning the Native Speaker Construct in Teacher Education Waddington, Julie teacher identity,multilingual identities,plurilingualism,postcolonialism,diversity,equality,multilingualism,teacher wellbeing,foreign language teaching thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy Questioning the construction of the ‘native speaker’ as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of ‘nativeness’ while emphasising the interactional and ongoing nature of identity construction. Crossing disciplinary and geographical boundaries, this book interweaves theoretical frameworks from diverse disciplines, examining and challenging language ideologies that underpin and perpetuate systemic inequalities. The author argues that this multidisciplinary approach can help disrupt the fixed identity categories on which the native speaker construct is based, prompting a reconception of how we think about ourselves in relation to others and in relation to our position in the world. Chapters present different teacher models as well as specific strategies and activities to stimulate debate and encourage approaches which prioritise pedagogical competence over the native speaker ideal. Providing an accessible overview of complex issues along with strategic action in teacher education, this book will be of interest to researchers, academics, and postgraduate students in the fields of language education, applied linguistics, Teaching English to Speakers of Other Languages(TESOL), and teacher education. Teacher educators and language teachers should also benefit from this volume. 2025-02-17T03:03:20Z 2025-02-17T03:03:20Z 2025-01-21T14:40:13Z 2025 book https://library.oapen.org/handle/20.500.12657/97908 9781003188896 9781032037646 9781032037660 https://directory.doabooks.org/handle/20.500.12854/151965 eng Routledge Research in Language Education open access Taylor & Francis Routledge 10.4324/9781003188896 10.4324/9781003188896 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Chapter Concluding thoughts 9781003188896 9781032037646 9781032037660 Routledge open access |
| spellingShingle | teacher identity,multilingual identities,plurilingualism,postcolonialism,diversity,equality,multilingualism,teacher wellbeing,foreign language teaching thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy Waddington, Julie Questioning the Native Speaker Construct in Teacher Education |
| title | Questioning the Native Speaker Construct in Teacher Education |
| title_full | Questioning the Native Speaker Construct in Teacher Education |
| title_fullStr | Questioning the Native Speaker Construct in Teacher Education |
| title_full_unstemmed | Questioning the Native Speaker Construct in Teacher Education |
| title_short | Questioning the Native Speaker Construct in Teacher Education |
| title_sort | questioning the native speaker construct in teacher education |
| topic | teacher identity,multilingual identities,plurilingualism,postcolonialism,diversity,equality,multilingualism,teacher wellbeing,foreign language teaching thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy |
| topic_facet | teacher identity,multilingual identities,plurilingualism,postcolonialism,diversity,equality,multilingualism,teacher wellbeing,foreign language teaching thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy |
| url | https://library.oapen.org/handle/20.500.12657/97908 |
| work_keys_str_mv | AT waddingtonjulie questioningthenativespeakerconstructinteachereducation |