English Language Pedagogies For A Northeast Asian Context: Developing And Contextually Framing The Transition Theory by Michael HadzantonisEnglish Language Pedagogies For A Northeast Asian Context: Developing And Contextually Framing The Transition Theory by Michael Hadzantonis

English Language Pedagogies For A Northeast Asian Context: Developing And Contextually Framing The…

byMichael HadzantonisEditorMichael Hadzantonis

Hardcover | December 19, 2012

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This book investigates, from a sociocultural, linguistic, and pedagogical perspective, the conceptual and pragmatic frameworks that characterize secondary language learning in a Northeast Asian context. Hadzantonis contextualizes these salient domains through an engagement with social and cultural themes such as the familial, political, as well as cultural commodities and socioeducational structures. In this way, the text employs tools such as transnational theory and performativity and develops a model that contributes to the resolution of one of the greatest economic issues of the time, that of ineffective secondary language learning.

Michael Hadzantonisdevelops discourses in sociology, social anthropology, and related linguistics, and has worked in global academic contexts for approximately two decades.
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Title:English Language Pedagogies For A Northeast Asian Context: Developing And Contextually Framing The…Format:HardcoverDimensions:406 pages, 9.02 × 5.98 × 0.98 inPublished:December 19, 2012Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415806909

ISBN - 13:9780415806909

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Table of Contents

1. Introduction  2. Identity in South Korean social, cultural and pedagogical spaces  3. Language development in a Northeast Asian context  4. Sociocultural theory  5. Strategies, styles, and mechanisms, grounding the Transition theory  6. The Transition model and theory  7. Revisiting the Transition theory

Editorial Reviews

"This new transition model of language pedagogy impresses upon the reader the necessity of new perspectives in language education, as it accounts for culturally specific learning styles and learner social, political and cultural identities that previous work has not. It presents EFL/expanding circle learners as having agency through uniquely cultured learning styles, styles that educational stakeholders must accommodate when promulgating language pedagogies." - Katherine Chen, University of Hong Kong