TY  - BOOK
AU  - Kidd,Joshua Alexander
TI  - Face and Enactment of Identities in the L2 Classroom
T2  - New Perspectives on Language and Education
SN  - 9781783094998
AV  - P57.J3 K53 2016
U1  - 428.0071/052 23
PY  - 2016///]
CY  - Bristol, Blue Ridge Summit : 
PB  - Multilingual Matters, 
KW  - Classroom management
KW  - Identity (Psychology)
KW  - Japan
KW  - Language and culture
KW  - Language and education
KW  - Politeness (Linguistics)
KW  - Second language acquisition
KW  - FOREIGN LANGUAGE STUDY / English as a Second Language
KW  - bisacsh
KW  - Classroom communication
KW  - Classroom interaction
KW  - Face
KW  - Identity
KW  - Japanese
KW  - Politeness
KW  - Pragmatics
N1  - Frontmatter --; Contents --; Acronyms and Abbreviations --; Acknowledgements --; Preface --; Research Origins --; Part 1: Setting the Scene: Exploring the Theoretical Landscape and Context --; 1. The Research --; 2. English Education in Japan --; 3. Pragmatics --; 4. Face/Identity and Politeness Theory --; Part 2: Overview of Research Methodology --; 5. Methodology and Data Collection --; Part 3: Student Insights into Classroom Interaction --; 6. Results --; 7. Face and Student Collaboration --; 8. Alignment to Japanese Identities --; 9. Teacher Use of L1 Japanese --; 10. The Right to Silence: Silence as an Act of Identity --; Part 4: Reflection and Modification: Teacher Professional Development Model --; 11. Professional Development Conclusions and Implications --; References --; Index; restricted access; Issued also in print
N2  - This book examines student identities as revealed through the pragmatics of face as observed in the context of English L2 classroom interaction between Japanese students and a native speaker teacher. Classroom recordings together with retrospective interviews reveal specific points during learning activities when the students' and their teacher's interpretations of classroom communication deviate from what was intended. This research study is a potent reminder that what students and teachers may consider as standard and conventionally acceptable language use and behaviour within the classroom context can differ dramatically according to social, cultural and individual frames of reference. The book outlines an innovative teacher professional development programme which encourages teachers to reflect on and, where desired, modify or discontinue existing pedagogic practices
UR  - https://doi.org/10.21832/9781783095001
UR  - https://www.degruyter.com/isbn/9781783095001
UR  - https://www.degruyter.com/document/cover/isbn/9781783095001/original
ER  -