Titlebook: Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language; (Mark) Feng Teng Book 2019 Springer Nature Singapor

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Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language

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Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language978-981-13-0728-7

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Teacher Autonomy: A Buzzword in Teaching English as a Foreign Language,er (Lawson in Educ 3-13 32:3–18, .). This shift of emphasis attached greater importance to the learner-centered model of learning, which has become an emerging issue. However, the swing of the pendulum, or the development of learner-centered models of language learning, suggested a reorientation of

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Learner Identity in Foreign Language Education: Research Nexus and Implications,em to be overlooked somehow. In fact, a number of studies have revealed that identity could have impacts on language learning motivations, particularly in bilingual or multilingual society (e.g., Guo & Gu in Int J Biling Educ Biling, .; Sung in J Asian Pac Commun, 26:175–192, .). A positive sense of

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Teacher Identity in Foreign Language Education: From the Perspective of Teacher Autonomy, Communiti education. Definitions of teacher identity, teacher autonomy, communities of practice, and affordances are reviewed first. A possible interrelationship between those notions is also mapped out. Based on a scrutiny of those ideas, we propose that although teacher autonomy, teacher identity, and affo

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The Complexities of Learner Agency and Teacher Agency in Foreign Language Education,ound impact on learner agency. Learner agency refers to a conscious initiative in learning taken by the learners, rather than the requirements that are imposed to the learners from the teacher, curriculum, and so forth (Biesta et al. in Teachers and Teaching: Theory and Practice 21(6):624–640, .). I

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Interrelationship of (Teacher) Autonomy, (Teacher) Agency, and (Teacher) Identity in Foreign Languaas to discuss the possible relationship between autonomy, agency, and identity, as well as between teacher autonomy, teacher agency, and teacher identity. First, there is an interconnection between autonomy, agency, and identity. Second, teachers may encounter constraints inherent in the system-wide

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,To Be or not to Be an ‘Old English Lecturer’: A Social Identity Theory Perspective,2, .; Tian & Lu in Teach High Educ 22:957–974, .), the identity development of lecturers—who play a pivotal part in the development of teaching, research, and teacher education—becomes an emerging topic in higher education. China is the largest country involved with teaching English as a foreign lan