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The Role of Context in Language Teachers' Self Development and Motivation: Perspectives from Multilingual Settings: 13 (Psychology of Language Learning and Teaching) - Hardcover
Book 13 of 33: Psychology of Language Learning and Teaching
Synopsis
This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts - Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam - to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda's (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation.
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About the Author
Amy S. Thompson is Professor and Department Chair of World Languages, Literatures, and Linguistics at West Virginia University, USA. Her primary research interests involve individual differences in SLA and their interaction with multilingualism. She is co-editor, with Ursula Lanvers and Martin East, of Language Learning in Anglophone Countries: Challenges, Practices, Ways Forward (2020, Palgrave MacMillan).
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The Role of Context in Language Teachers' Self Development and Motivation
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The Role of Context in Language Teachers? Self Development and Motivation: Perspectives from Multilingual Settings (Psychology of Language Learning and Teaching, 13) (Volume 13)
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The Role of Context in Language Teachers' Self Development and Motivation
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Hardback. Condition: New. This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts - Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam - to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda's (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation. Seller Inventory # LU-9781800411180
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The Role of Context in Language Teachers' Self Development and Motivation : Perspectives from Multilingual Settings
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Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts - Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam - to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda's (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation. Seller Inventory # 9781800411180
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The Role of Context in Language Teachers' Self Development and Motivation
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ISBN 10: 1800411189
ISBN 13: 9781800411180
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Hardback. Condition: New. This book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts - Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam - to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda's (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation. Seller Inventory # LU-9781800411180
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This book unpacks data from conversations with bi-/multilingual EFL teachers to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers selves and motivation, as well as. Seller Inventory # 405557036
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The Role of Context in Language Teacher's Self Development and Motivation: Perspectives from Multilingual Settings
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