Social Interaction and English Language Teacher Identity / / Tom Morton, John Gray.

• Superior document: Title is part of eBook package: De Gruyter Edinburgh University Press Complete eBook-Package 2018
• VerfasserIn: Morton, Tom,; Gray, John,
• Place / Publishing House: Edinburgh : : Edinburgh University Press, , [2022]; ©2018
• Year of Publication: 2022
• Language: English
• Series: Studies in Social Interaction : SSI
• Physical Description: 1 online resource (200 p.)
• Other title: Frontmatter --; CONTENTS --; Acknowledgements --; 1 Introduction --; 2 Identity – An Overview --; 3 Social Interaction and Identity --; 4 Knowledge, Power and Identity in Trainer–Trainee Interaction in Pre-Service English Language Teacher Education --; 5 Positioning Analysis of ESOL Teachers’ ‘Small Stories’ about Individual Learning Plans in Research Interviews --; 6 The Construction of Language-Related Identity by Non-Native Teachers in Group Discussion --; 7 English Language Teachers’ Social Class and Political Identity Construction in Group Interaction --; 8 Queering the Research Interview: Humour, Play Frames and Frame Breaking --; 9 English Language Teacher Identity and Language and Discourse as Social (Inter)Action: Implications and Applications --; Appendix: Transcription Symbols --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9780748656127; 9783110780437
• DOI: 10.1515/9780748656127
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Tom Morton, John Gray.

Analyses how different English language teacher identities and power relationships are oriented to and made relevant in social interactionThis textbook uses analysis of interaction in a range of teacher education and professional practice settings in ELT to explore the different identities and power relationships which teachers orient to. It traces the role of identity and interaction in the processes of acquiring new teaching skills and knowledge, reflecting on professional practice and constructing teaching selves, and explores the limits and constraints on these processes imposed by global forces such as the marketization of education. The book is written for teachers, teacher educators, postgraduate students and researchers interested in the relationships between social interaction, identity and professional practice in ELT. It is suitable for use in conjunction with any postgraduate-level course on language in interaction, as it surveys and critically discusses various approaches and includes many practical examples. Key features Includes a full survey of different approaches to the study of language teacher learning and identityProvides an introduction to a range of frameworks for analyzing talk and identity in teacher education and professional practice contexts Analyses spoken data from activities such as guided lesson-planning, post-teaching reflection, discussions of teaching materials Each chapter ends with practice tasks, discussion points, and references for further reading Suitable for use in conjunction with any postgraduate-level course on language in interaction, as it surveys and critically discusses various approaches and includes many practical examples