Discourses of Identity: Language Learning, Teaching, and Reclamation Perspectives in Japan 2022 ed. [Pehme köide]

Introduction: Language learner and teacher identity in multilingual
Japan (Ryuko Kubota).- Part I: English Language Learner Identity.
Chapter
1: English language learners discursive constructions of national and global
identities in the Japanese university context (Martin Mielick).
Chapter
2: Its because Im Japanese: Examining L2 learners core beliefs and silent
behaviour using a cognitive-behavioural theory-based approach (Kate Maher).-
Chapter 3: Becoming the paths we tread: Learning through an ideological
landscape of practice (Daniel Hooper).
Chapter 4: Constructing linguistic
identity under native-speakerism: A case study of a migrant student studying
English in Japan (Xinqi He).- Part II: Japanese Language Learner Identity.-
Chapter 5: Am I a nurse? Conflicts in the professional identities of three
Indonesian nurses who came to Japan through an Economic Partnership Agreement
(Chiharu Shima).
Chapter 6: Language Learning as a Shelter: Restoring a
Positive Self-Image by Learning a Second Language (Kazuhiro Yonemoto).-
Chapter 7: No need to invest in the Japanese language?: The changes of
career choices and identities for plurilingual Chinese students in Japan
(Keiko Kitade).
Chapter 8: Who speaks yasashii nihongo for whom?:
Reimagining the socially constructed beneficiary and the benefactor
identities of plain Japanese for foreigners (Noriko Iwasaki).
Chapter 9: A
discursive construction of Nikkei identity and interculturality: Official
hybridity, constructed desire, and a masked heterogeneity (Kyoko
Motobayashi).- Part III: Indigenous Language Revitalization and Identity.-
Chapter 10: The process of constructing and reclaiming Ainu identity: the
Urespa project initiative (Yumiko Ohara & Yuki Okada).
Chapter 11: In search
of Indigenous identity through re-creation of Ainu self-sustaining community:
praxis and learning in action (Tatsiana Tsagelnik).
Chapter 12: New Speakers
of Ryukyuan languages: Negotiation, Construction and Change of Identities
(Madoka Hammine).
Chapter 13: Against the odds: Second language learners of
Ryukyuan (Patrick Heinrich & Giulia Valsecchi).- Part IV: English Language
Teacher Identity.
Chapter 14: Ideology, emotion and identity: The impact of
English-only policies on Japanese English teachers in Japan (Luke Lawrence).-
Chapter 15: Discursive positioning of the Philippines and Filipino teachers
in the Skype eikaiwa industry (Misako Tajima).
Chapter 16: It feels like
Im stuck in a web sometimes: The culturally emergent identity experiences
of a queer assistant language teacher in small-town Japan (Ashley R. Moore).-
Chapter 17: Identity and the emotions of non-Japanese university teachers of
English in Japan (Sam Morris).
Chapter 18: Going beyond the binary:
Translingual teacher identity negotiation through translanguaging practice
(Yuzuko Nagashima).
Chapter 19: Frames, ideologies, and the construction of
professional identities among non-Japanese EFL teachersin Japan (Robert J.
Lowe).

Martin Mielick is Senior Lecturer at the English Language Institute at Kanda University of International Studies, Chiba, Japan. Ryuko Kubota is Professor in the Department of Language and Literacy Education in the Faculty of Education at the University of British Columbia, Canada. 

Luke Lawrence is an English Lecturer in the Department of Sociology at Toyo University, Japan.