The multilingual instructor: what foreign language teachers say about their experience and why it matters
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Oxford, United Kingdom
Oxford University Press
2018
|
| Schriftenreihe: | Oxford applied linguistics
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030151063&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030151063&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | xii, 252 Seiten |
| ISBN: | 9780194217378 |
Internformat
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Datensatz im Suchindex
| _version_ | 1819316671069814784 |
|---|---|
| adam_text | Contents
1 From the native/non-native to the multilingual
instructor — i
The native vs. non-native instructor issue revisited — i
The multilingual vs. multicultural vs. intercultural
instructor — 7
The complex ecology of foreign language instruction — xo
The multilingual instructor: an agent in a complex
ecological system —16
An ecological framework for our study — X9
Outline of the book — 2.8
2 Researching the multilingual instructor - 31
General and professional background - 31
General cultural experiences — 37
Adisconceptions and prejudices — 41
Cultural misunderstandings in the classroom — 45
Conclusion — jo
3 The legitimacy gap: institutional challenges — 53
Why legitimacy? — 53
Legitimacy as a political and ethical issue — 57
The various faces of legitimacy — 59
Dissatisfaction with original conditions — 74
Constructing a legitimate subject position — 77
Conclusion — 8r
4 The historical gap: narrative challenges - 83
The narrativization of experience — 83
Historicity and temporality in narrative — 8y
Narratives of experience shared by instructors in class — 90
Conclusion — 103
5 The historical gap continued: narrative erasures - 107
Narrative ecologies — 107
Telling the difficult stories — 108
Self-censorship and narrative erasure — 114
Intercultural vs. ecological approaches to history — 12.3
Conclusion — 125
Xll
Contents
6 The educational gap: ethical challenges — 127
What are the ethical dimensions of various language
education theories? — X27
Reframing the issue: the transformative role of the foreign
language educator — X35
Teaching this language in the US is (like) — X43
The co-construction of an educational metaphorical
narrative — X47
Conclusion — x 53
7 Bridging the historical gap in the German classroom — ijy
The ecology of German at the college level in the US — 158
Teaching German as subjective and historical practice — J59
Teaching German as transhistorical practice — 170
Conclusion — 180
8 Bridging the educational gap in the Chinese classroom — x8j
An ecological approach — 18j
Teaching Chinese as relational practice — 186
Teaching Chinese as transformative practice — X99
Conclusion — zo 8
9 The multilingual instructor in an ecological perspective — 223
What has an ecological framework brought us? — 2x3
What does it mean to be a multilingual instructor’? — 2x5
What is the ethical role of the multilingual instructor
in an ecological perspective? — 2x7
Conclusion — 223
Appendix x: Native language instructor survey — 227
Appendix 2: Lihua’s story (1) — 233
Appendix 3: Iris’s story — 234
Appendix 4: Lihua’s story (2) — 236
References — 23 7
Index — 247
Claire Kramsch and Lihua Zhang use an ecological approach
and a complexity thought model to examine the identities,
experiences, and practices of foreign language teachers as
native or non-native speakers, rriultilingual instructors, and
professional educators. What is their sense of legitimacy?
How do they bridge the historical and cultural gaps between
them and their students? What stories do they share in the
classroom? Which do they not share? How do they view
their ethical responsibility? Drawing on primary research
with teachers at the college level in the US, the book explores
some of the key issues related to teaching languages in an
era of increasing global mobility, institutional control, and
educational uncertainty.
|
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| discipline | Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
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| title | The multilingual instructor what foreign language teachers say about their experience and why it matters |
| title_auth | The multilingual instructor what foreign language teachers say about their experience and why it matters |
| title_exact_search | The multilingual instructor what foreign language teachers say about their experience and why it matters |
| title_full | The multilingual instructor what foreign language teachers say about their experience and why it matters Claire Kramsch and Lihua Zhang |
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| title_full_unstemmed | The multilingual instructor what foreign language teachers say about their experience and why it matters Claire Kramsch and Lihua Zhang |
| title_short | The multilingual instructor |
| title_sort | the multilingual instructor what foreign language teachers say about their experience and why it matters |
| title_sub | what foreign language teachers say about their experience and why it matters |
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