Dialogism: Bakhtin and His World

TL;DR: This paper explored the circulation of Bourdieu's symbolic capital at the level of face-to-face interactions and found that one participant was able to articulate cultural capital by way of her links to academic institutions.

TL;DR: The authors presents an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels through personal engagement of students.

TL;DR: Buchanan et al. as mentioned in this paper investigated how two teacher education programs, both with social justice agendas, navigated the theory-practice divide in teacher education and found that teachers experienced their training as fragmented and pieced together a teacher identity through a process of bricolage, which made it difficult for them to develop cohesive teaching philosophy aligned with the program's constructivists and social justice goals.

Abstract: ........................................................................................................................ ii Acknowledgement ........................................................................................................ v List of Tables ............................................................................................................... xi List of Figures ............................................................................................................ xiii List of Abbreviations and Acronyms ...................................................................... xiv List of Appendices ...................................................................................................... xv CHAPTER ONE INTRODUCTION ......................................................................... 1 1.1 Rationale for the Study .................................................................................... 2 1.2 Context of the Study ........................................................................................ 5 1.2.1 The Historical Background .................................................................... 5 1.2.2 The Sociocultural Context ..................................................................... 7 1.2.3 ELT in China.......................................................................................... 8 1.3 Research Questions ....................................................................................... 14 1.4 Definitions of Key Terms in This Study ....................................................... 15 1.4.1 Teacher Beliefs ..................................................................................... 15 1.4.2 Teacher Identity .................................................................................... 16 1.4.3 Discourse............................................................................................... 16 1.5 Organization of the Thesis ............................................................................ 17 CHAPTER TWO LITERATURE REVIEW .......................................................... 19 2.1 Teacher Beliefs .............................................................................................. 19 2.1.1 Nature and Characteristics of Teacher Beliefs ..................................... 19 2.1.2 Language Teachers’ Beliefs ................................................................. 23 2.1.3 Summary .............................................................................................. 31 2.2 Teacher Identity............................................................................................. 31 2.2.1 Teaching as a Way of Being ................................................................ 31 2.2.2 Language Teacher Identity .................................................................. 34 2.2.3 A Dialogic Approach to Teacher Identity ............................................ 42 2.2.4 Summary .............................................................................................. 44 2.3 Research Gaps ............................................................................................... 45 CHAPTER THREE THEORETICAL FRAMEWORKS ..................................... 48 3.1 Dialogism and the Dialogical Self Theory ..................................................... 48 3.1.1 Answerability and Addressivity ............................................................ 49