Overview

Social interaction and English language teacher identity uses fine-grained analyses 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.

Full Product Details

9780748656110

Table of Contents

Reviews

Taken as a whole, this book constitutes a valuable read for three reasons. First, it contributes to studies on LTIs by shifting research focus from traditional classroom interactions to a wide range of social interactions... Second, the authors' adoption of an overall contextual or ecological perspective which incorporates different levels of analysis in LTIs makes this work strikingly attractive... Third, from a methodological perspective, this work sheds light on the use of narrative inquiry in LTI research. Compared with previous studies, this book offers a new and creative perspective in the use of narrative... In short, Gray and Morton's work provides a delicate and transdisciplinary examination of LTIs in a broader context. --Xueyu Wang, Nantong University Discourse Studies I applaud the authors for placing social interaction front and centre in LTI research. I also appreciate their willingness to take on the precarity of discussing key issues such as social class and sexuality--issues that have often been overlooked in language teacher education... I teach a graduate seminar on identity and ideology in multilingual settings...the timeliness of this book and its theoretical and methodological detail have coaxed me into making this volume a primary course text...I urge other teacher educators to do the same because a book like this is necessary if we are to make language teacher identity a central facet of language teacher education. --Peter I. De Costa, Michigan State University ELT Journal

Author Information

Dr Tom Morton is Honorary Research Fellow within the Department of Applied Linguistics and Communication at Birkbeck, University of London. John Gray is Reader in Languages in Education at UCL Institute of Education.

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