Language Teacher Identities Co-constructing Discourse and Community Author: Matthew Clarke
- Paperback - 232 pages
- 06 Jun 2008
- Multilingual Matters
- 210 x 148 (A5)
Basket: 0 item(s) Total: £0.00
- examines the development of a group of students completing teacher training in the United Arab Emirates - of interest to those working in teacher education as well as those researching discourse and identity
This book explores the development of the first cohort of students to complete a new Bachelor of Education in English language teaching in the United Arab Emirates, theorizing the studentsí learning to teach in terms of the discursive construction of a teaching identity within an evolving community of practice.
At a time when identity studies in ELT might seem conceptually exhausted, along comes this highly original and insightful work. Matthew Clarke creates an impressive theoretical framework with which to understand the complex formation of a community of English language teachers in a society re-assessing its own collective values within and against a globalizing world.
Professor Brian Morgan, Department of Languages, Literatures and Linguistics, York University, Canada
Matthew Clarke's remarkable research in the United Arab Emirates provides a window on the intriguing relationship between language teacher identity, discourse, and community in diverse regions of the world. His insightful analysis, informed by a comprehensive review of literature, makes a timely contribution to a growing area of research. The book is clearly a 'must read' for scholars interested in contemporary debates on language and identity in applied linguistics and second language education.
Bonny Norton, Professor and Distinguished University Scholar, University of British Columbia
Clarke’s argument and design stand out as different and distinctive. What makes them new is the degree to which he is able to expose what is often invisible in the processes of individual and social learning, and the resources that seem to shape these processes. The context of his work brings together a unique constellation of gender and professional identity with the learning and exercise of pedagogy and subject-matter, all within a newly transforming society.
From the Foreword by Donald Freeman, Professor and Director of Teacher Education, School of Education, University of Michigan.
Currently an Assistant Professor in the Faculty of Education at the University of Hong Kong, Matthew Clarke led the development and implementation of the new Bachelor of Education at the Higher Colleges of Technology in the United Arab Emirates between 1999 and 2006. Prior to working in teacher education, he taught in primary schools and language centres in the UK and Australia. His research interests include discourse analysis, identity, social theory, cultural studies and philosophy as well as language and literacy education.