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Face and Enactment of Identities in the L2 Classroom / Joshua Alexander Kidd.

By: Material type: TextTextSeries: New Perspectives on Language and EducationPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2016]Copyright date: ©2016Description: 1 online resourceContent type:
Media type:
Carrier type:
ISBN:
  • 9781783094998
  • 9781783095001
Subject(s): DDC classification:
  • 428.0071/052 23
LOC classification:
  • P57.J3 K53 2016
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
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
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781783095001

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 online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 24. Apr 2022)