The Complexity of Identity and Interaction in Language Education Edited by: Nathanael Rudolph, Ali Fuad Selvi, Bedrettin Yazan

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31 Aug 2020
Psychology of Language Learning and Teaching
Multilingual Matters
234 x 156


This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.


As labels for people and practices proliferate in contemporary scholarship with sometimes inconsistent conceptualizations of language education, this book brings these theories to bear on situated interactions. It transcends disciplinary boundaries by drawing from the wealth of available scholarly resources for interpretation. Thus it provides much-needed clarity on the way these conceptualizations play out for different educational outcomes.

- Suresh Canagarajah, Pennsylvania State University, USA

Resistant to the vacuous pitfalls of reductionism, this dynamic volume draws from an impressively broad range of contexts and collaborators to scrutinize how identities of tangible substance and complexity are realized as impacting upon the seen and unseen powers and processes within language education.

- Damian J. Rivers, Future University Hakodate, Japan

For educators who are feeling increasingly pushed towards efficiency, speed, and productivity, and therefore often towards limited and reductionist understandings of identity, this volume’s call to focus on complexity is refreshing. The collection of voices from an expansive range of geographical, institutional, and social contexts offers a variety of approaches to considering identity work in the context of our everyday interactions.

- Suhanthie Motha, University of Washington, USA

Author Biography:

Nathanael Rudolph is an Associate Professor of Sociolinguistics and Language Education at Kindai University in Higashiosaka, Japan. His research interests include translingual practice, critical approaches to language teacher and learner identity, and (in)equity in (and beyond) language education.

Ali Fuad Selvi is an Assistant Professor and Chair of the Teaching English as a Foreign Language Program at Middle East Technical University, Northern Cyprus Campus. His research interests include Global Englishes and its implications for language learning and teaching.

Bedrettin Yazan is an Assistant Professor of Educational Linguistics at the University of Alabama, USA. His research interests include language teacher learning and identity, language policy and planning, World Englishes, and collaboration between ESL and content-area teachers.

Readership Level:

Postgraduate, Research / Professional, Undergraduate

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