Language Teachers’ Stories from their Professional Knowledge Landscapes now available from Cambridge Scholars Publishing
Cambridge Scholars Publishing is pleased to announce the publication of Language Teachers’ Stories from their Professional Knowledge Landscapes, edited by Lesley Harbon and Robyn Moloney.
Language Teachers’ Professional Knowledge Landscapes is a collection of fourteen narratives from teachers of different languages, at different school levels, in different contexts across Australia.
This volume brings together not simply language teacher stories, but also more political stories of the problems associated with school programs and contexts. Highlighted through these stories are some of the major political issues in schools that impact language teachers’ work, and their students’ success in sustained language study. The book is conceptually framed by the work of Clandinin and Connelly (1996) and their notion of ‘levels’ of stories told by teachers about their classrooms: the secret, the sacred and the cover stories. The term ‘professional knowledge landscape’ is used to indicate how teachers can critically situate their work, and thereby understand it better.
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About the Editor
Lesley Harbon is Professor and Head of the School of International Studies at the University of Technology Sydney. She has been involved in language education in Australian schools and universities since the early 1970s, when she trained as a secondary school teacher of Indonesian and German. Between 2007 and 2010, Lesley was President of the Australian Federation of Modern Language Teachers’ Associations (AFMLTA), the national peak body for language teachers in Australia. She has authored and co-authored and edited numerous book publications, book chapters and refereed journal articles, and has supervised a number of higher degree research doctoral projects. Together with Robyn Moloney, she edited the first book in this series, Language Teachers’ Narratives of Practice, in 2013.
Robyn Moloney is a Senior Lecturer in the Department of Educational Studies at Macquarie University. She teaches Methodology for Languages and Methodology for English as a Second Language, in the Teacher Education Program, and lectures on issues of Literacy in a Multicultural Society. She supervises PhD projects in areas of language, literacy and identity, and has pursued a special interest in the teaching of Chinese as a foreign language. Her research projects and many publications focus on the areas of language pedagogy, teacher development, heritage language learners, and intercultural competence in teacher education. Robyn was a secondary school teacher of Japanese, French and German for many years, and retains close ties with schools and remains committed to giving language teachers a published voice.