Description
| Product ID: | 9781788929943 |
| Product Form: | Hardback |
| Country of Manufacture: | GB |
| Series: | Psychology of Language Learning and Teaching |
| Title: | Language Teachers Studying Abroad |
| Subtitle: | Identities, Emotions and Disruptions |
| Authors: | Author: Gary Barkhuizen |
| Page Count: | 304 |
| Subjects: | Sociolinguistics, Sociolinguistics, Language teaching theory and methods, Psychology: the self, ego, identity, personality, Language teaching theory & methods, The self, ego, identity, personality |
| Description: | Select Guide Rating This book focuses on the study abroad experiences of pre-service and in-service language teachers and language teacher educators, discussing their psychological experiences in cognitive, affective and social terms. This book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers’ psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education. |
| Imprint Name: | Multilingual Matters |
| Publisher Name: | Multilingual Matters |
| Country of Publication: | GB |
| Publishing Date: | 2022-05-13 |
