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Book Review

Identity, Gender and Teaching English in Japan, by Nagatomo, D.

(2016). Bristol/Buffalo: Multilingual Matters. 264 pp. $139.95 (hardback). ISBN: 9781783095209.

References

  • Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451–486.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
  • Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–252.
  • Menard-Warwick, J. (2011). A methodological reflection on the process of narrative analysis: Alienation and identity in the life histories of English language teachers. TESOL Quarterly, 45(3), 564–574.
  • Menard-Warwick, J. (2013). English language teachers on the discursive faultlines: Identities, ideologies and pedagogies. Clevedon, UK: Multilingual Matters.
  • Norton, B., & Tang, C. (1997). The identity of the nonnative ESL teacher on the power and status of nonnative ESL teachers. TESOL Quarterly, 31(3), 577–580.
  • Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55–72.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.

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