A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.
This book contributes to the growing field of EFL teacher identity, which is now
recognized to influence numerous aspects of classroom teaching and of student
learning. It focuses on an under-researched, and yet highly influential group of
teachers that shape English language education in Japan: Japanese university
English teachers. In three interrelated narrative studies, it examines how four
relatively new teachers develop professional identity as they become members
of the community of practice of university English teachers; how gender
impacts the professional identity of seven female professors ranging in age from
their early 30s to their 60s; and how one teacher’s teaching practices and
beliefs reflect her personal and professional identity.