An impressive work, both methodologically and theoretically, which brings clear novelties to the flourishing field of language teacher identity research.
This book aims to disrupt the native-speaker/non-native-speaker binary through a study of the construction of English teacher identities in Japan. The book suggests that macro discourses in the Japanese context, as well as institutional processes, are powerful forces in perpetuating native-speakerist discourses and ascribing identity labels.
However, in self-identification and in interactions with students, the results are found to be more nuanced, with a complex picture of identity construction emerging that questions the binary nature of the “native speaker/non-native speaker” duality. This complexity rests on the intersectional nature of identity construction and highlights the importance of taking into account the intersectionality of a variety of identity markers when researching language teacher identity.
Table of Contents:
Acknowledgements
Foreword: Gary Barkhuizen
Chapter 1. Setting the Scene
Chapter 2. Identity Theory and Language Teacher Identity
Chapter 3. Native-Speakerism and the Japanese Context
Chapter 4. Methodology
Chapter 5. Data Collection and Participants
Chapter 6. Case Study 1: Steve
Chapter 7. Case Study 2: Ed
Chapter 8. Case Study 3: Marco
Chapter 9. Case Study 4: Ai
Chapter 10. Case Study 5: Mayumi
Chapter 11. Case Study 6: Charles
Chapter 12. Discussion
Chapter 13. Conclusions, Implications and Ways Forward
References
Index
