Building a Validity Argument for the Text of English as a Foreign Language™ Kondo-Brown/Brown, Eds. Idioms: Description, Comprehension, Acquisition, and Pedagogy Chapelle/Enright/Jamison, Eds. Gesture: Second Language Acquisition and Classroom Research Liu. Leadership in English Language Education: Theoretical Foundations and Practical Skills for Changing Times McCafferty/Stam, Eds. International English in its Sociolinguistic Contexts: Towards a Socially Sensitive EIL Pedagogy Christison/Murray, Eds. Cultures, Contexts, and World Englishes McKay/Bokhosrt-Heng. Teaching ESL/EFL Listening and Speaking Kachru/Smith. Teaching ESL/EFL Reading and Writing Nation/Newton. Second Language Teacher Education: A Sociocultural Perspective Nation. The English Language Teacher and Global Civil Society Johnson. Doing Action Research in English Language Teaching: A Guide for Practitioners Nation/Macalister. Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth Burns. Language and Culture: Reflective Narratives and the Emergence of Identity Braine. ESL & Applied Linguistics Professional Series Eli Hinkel, Series Editor Nunan/Choi, Eds. Julie Choi is Teaching and Research Assistant in the Faculty of Arts and Social Sciences at the University of Technology, Sydney. David Nunan is Vice President for Academic Affairs at Anaheim University, California, Emeritus Professor at the University of Hong Kong, Professor in Education at the University of NSW, and Senior Academic Advisor to Global English Corporation in San Francisco. Contributors from around the world give the book broad and international appeal. These stories unpack, in an accessible but rigorous fashion, complex socio-cultural constructs of culture, identity, the self and other, and reflexivity, and offer a way into these constructs for teachers, teachers in preparation, and neophyte researchers. Telling stories is a fundamental way of representing and making sense of the human condition. What gives the book its power is the compelling nature of the narratives themselves. This opens a window on different ways of viewing and doing research in Applied Linguistics and TESOL. What makes this book stand out is the way in which authors meld traditional “academic” approaches to inquiry with their own personalized voices. To this end, Language and Culture: Reflective Narratives and the Emergence of Identity will be essential reading in my classroom.” Bonny Norton, From the Foreword This state-of-the-art exploration of language, culture, and identity is orchestrated through prominent scholars’ and teachers’ narratives, each weaving together three elements: a personal account based on one or more memorable or critical incidents that occurred in the course of learning or using a second or foreign language an interpretation of the incidents highlighting their impact in terms of culture, identity, and language the connections between the experiences and observations of the author and existing literature on language, culture, and identity. I also strive to encourage students to engage critically with the written text, to take ownership of their ideas, and to claim their voices as members of our global profession. As I prepare for my classes, I am challenged to find ways to validate the ethnic identities of students, but also to respond to their gendered identities, their socioeconomic histories, and their sexual orientations. By writing in the first person and using the active voice, the authors in this volume establish a more equitable relationship between writer and reader, thus encouraging students to voice their own ideas and to actively engage in meaning-making. Language and Culture “What autobiographical writing does is to humanize authors, locate them in time and space, and invite critical engagement on the part of readers.
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