Titlebook: Criticality, Teacher Identity, and (In)equity in English Language Teaching; Issues and Implicati Bedrettin Yazan,Nathanael Rudolph Book 201

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https://doi.org/10.1007/978-3-663-14532-5ion in and through the British and American colonial agenda of linguistic, cultural, economic, political, religious, educational and ethnic imperialism?(Pennycook A The myth of English as an international language. In: Makoni S, Pennycook A (ed) Disinventing and reconstituting languages. Multilingua

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Wahlk?mpfe in Europa 1884 bis 1889h the development and research of World Englishes and ELF, the concept of an idealized native speaker has been challenged through various discourses and classroom practices. Using China as the main context, this chapter introduces issues related to the notions of native and non-native speakers of En

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Die Volkswirtschaftliche Gesamtrechnung,in the NS/NNS dichotomy in Taiwan. Bakhtin explicates identity, similar to one who has dialogues with others. One’s identity emerges from appropriating voices which are characterized with status and values; meanwhile, dialoguing creates space for negotiating one’s standpoint. This study comprises my

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Die Volkswirtschaftliche Gesamtrechnung, classroom at a U.S. university, and investigates how an identity as a nonnative-English-speaker teacher (NNEST) might affect English as a . (ELF) interactions. Recent studies on ELF academic discourse (e.g., Bj?rkman (2013) have demonstrated ELF speakers’ skillful communicative strategies for deali

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Die Volkswirtschaftliche Gesamtrechnung,gs to all. However, there is also the idea of the idealized native speaker, a theoretical concept born from sociology of language that has become naturalized and realized making the concept very problematic. Although education has connected people on not just the local scale but also the global scal