Drawing on ethnographical evidence, this book examines the complexity of the controversial construct "non-native English-speaking teacher" (NNEST) and the newly proposed "translingual/translanguaging teacher" in re-scripting their identities.
Drawing on ethnographical evidence, this book examines the complexity of the controversial construct "non-native English-speaking teacher" (NNEST) and the newly proposed "translingual/translanguaging teacher" in re-scripting their identities.
Xuan Zheng is an Assistant Professor in the School of Foreign Languages, Peking University, China. Dr. Zheng holds a PhD in English from the University of Washington, USA. Her research interests include language education, identity, and intercultural communication.
Inhaltsangabe
1. Introduction 2. Languaged Lives in Learning to Become English Professionals 3. Learning to Teach Composition: Negotiating the Enterprise 4. Learning to Teach Composition: Engaging Mutually 5. Learning to Teach Composition: Developing a Shared Repertoire 6. The Vulnerable Observer: Learning to Study NNESTs 7. Conclusion: Towards an Open Dialogue
1. Introduction 2. Languaged Lives in Learning to Become English Professionals 3. Learning to Teach Composition: Negotiating the Enterprise 4. Learning to Teach Composition: Engaging Mutually 5. Learning to Teach Composition: Developing a Shared Repertoire 6. The Vulnerable Observer: Learning to Study NNESTs 7. Conclusion: Towards an Open Dialogue
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