Language Teachers’ Narratives of Practice

1. Auflage 2013
ISBN: 978-1-4438-4257-0
Verlag: Cambridge Scholars Publishing

Buch, Englisch, 200 Seiten

Language Teachers’ Narratives of Practice is a collection of seventeen essays that examine personal and professional stories of, and by, language teachers in diverse Australian contexts. The voices of twenty-one Australian language teachers in all, describe teachers’ own linguistic and cultural, personal and professional narratives, and how each narrative has informed the construction of their classroom language teaching practice to suit their teaching contexts. We see how teachers make individual responses to emerging pedagogies, developed through the lens of their personal experience and understanding of language and culture. In our invitations to these teachers to contribute chapters to the book, we have encouraged them to make visible the diversity within the Australian language teaching context. This is a new resource for use in a professional development context, for pre-service teachers, in-service teachers, tertiary teacher educators and researchers. This resource will serve as a practical text for teachers to draw on, to extend their own professional knowledge and classroom practice in relevant, useful and diverse areas. The narratives can be examined as case studies of teacher identity and life-worlds, development of pedagogies, intercultural learning, and the differentiation and adaptation needed in particular environments, within a diverse environment such as Australia.

Autoren/Hrsg.

Harbon, Lesley

Moloney, Robyn

Über Autor(innen)

Lesley Harbon is Associate Professor in Languages Education in the Faculty of Education and Social Work at the University of Sydney, Australia. She has published in the areas of language teacher professional development, bilingual education, intercultural language education and the impact of short term international experiences on language teacher knowledge about language.

Robyn Moloney is a Senior Lecturer in Languages Education in the School of Education, Faculty of Human Sciences at Macquarie University, Australia. Her research publications include studies of intercultural language learning, language teacher development, heritage Japanese learners, and Chinese teaching in Australia. She has many years’ experience in school language teaching.