Explores how language educators in Japan wrestle with notions of identity, culture and community to promote fair teaching practices.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Madoka Hammine is Assistant Professor in the College of Arts, Humanities, and Social Sciences at the University of Denver, Colorado
Nathanael Rudolph is Professor of sociolinguistics and language education at Kindai University in Higashiosaka, Japan
Bedrettin Yazan is Associate Professor at the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio, USA.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Hardback. Etat : New. This edited volume explores how language educators and other stakeholders wrestle with notions of being, becoming and belonging in and beyond educational spaces in Japan. The volume contends for critical, transformational approaches to "language education" to be contextualized, sociohistorically sensitive and community-based. As such, the volume challenges critically-oriented stakeholders in language teacher education to revisit how they conceptualize and approach identity, experience and injustice manifesting in communities and language education (including theory, research, teacher education, policy, curriculum, materials development, teaching, assessment and hiring practices). The volume serves as a catalyst for readers to revisit what frames their own "seeing," and as a foundation to engage with their own contexts and communities. N° de réf. du vendeur LU-9781350497191
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Hardcover. Etat : new. Hardcover. This edited volume explores how language educators and other stakeholders wrestle with notions of being, becoming and belonging in and beyond educational spaces in Japan. The volume contends for critical, transformational approaches to language education to be contextualized, sociohistorically sensitive and community-based. As such, the volume challenges critically-oriented stakeholders in language teacher education to revisit how they conceptualize and approach identity, experience and injustice manifesting in communities and language education (including theory, research, teacher education, policy, curriculum, materials development, teaching, assessment and hiring practices). The volume serves as a catalyst for readers to revisit what frames their own seeing, and as a foundation to engage with their own contexts and communities. Explores how language educators in Japan wrestle with notions of identity, culture and community to promote fair teaching practices. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781350497191
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