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Books on the topic 'Lived experiences of English teachers'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Poole, Adam. International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1.

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2

Roofe, Carmel. The Lived Curriculum Experiences of Jamaican Teachers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99450-1.

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3

Mutonyi, Harriet. Gender equality, HIV/AIDS and marriage: Perspectives based on teachers' lived experiences. Uganda Martyrs University Book Series, School of Post Graduate Srudies and Research, Uganda Martyrs University, 2016.

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4

Blakemore, Richard, and James Davey, eds. The Maritime World of Early Modern Britain. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463721301.

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Britain's emergence as one of Europe's major maritime powers has all too frequently been subsumed by nationalistic narratives that focus on operations and technology. This volume, by contrast, offers a daring new take on Britain's maritime past. It brings together scholars from a range of disciplines to explore the manifold ways in which the sea shaped British history, demonstrating the number of approaches that now have a stake in defining the discipline of maritime history. The chapters analyse the economic, social, and cultural contexts in which English maritime endeavour existed, as well a

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5

Poole, Adam. International Teachers' Lived Experiences: Examining Internationalised Schooling in Shanghai. Springer International Publishing AG, 2021.

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6

Poole, Adam. International Teachers' Lived Experiences: Examining Internationalised Schooling in Shanghai. Springer International Publishing AG, 2022.

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7

Castillo, Eleonor G. Lived Experiences of Filipinx American Teachers in the U. S. Taylor & Francis Group, 2022.

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8

Roofe, Carmel. Lived Curriculum Experiences of Jamaican Teachers: Currere and Decolonising Intentions. Springer International Publishing AG, 2022.

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9

Castillo, Eleonor G. Lived Experiences of Filipinx American Teachers in the U.S: A Hermeneutic Phenomenological Study. Routledge, 2022.

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10

Ding, Alex, and Laetitia Monbec, eds. Practitioner Agency and Identity in English for Academic Purposes. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350263260.

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This book provides an insightful series of windows into the identity of the English for Academic Purposes (EAP) practitioner in a range of cultural contexts across the world. With contributions from Australia, Canada, Hong Kong, Malaysia, Pakistan, Singapore, South Africa, the UK, and Zimbabwe, each chapter combines theoretical underpinnings with practical applications, and implements suggestions and recommendations for how EAP teachers’ roles can be taken forward. In a globalised world where EAP practice plays an increasingly important role, the reader comes face to face with the challenges a

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11

Fah, Melinda Kong Lian. Hopes and Experiences of Bilingual Teachers of English. Taylor & Francis Group, 2018.

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12

Lived Experiences of Women in Academia: Metaphors, Manifestos and Memoir. Routledge, 2018.

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13

Castillo, Eleonor G. Lived Experiences of Filipinx American Teachers in the U. S.: A Hermeneutic Phenomenological Study. Taylor & Francis Group, 2022.

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14

Castillo, Eleonor G. Lived Experiences of Filipinx American Teachers in the U. S.: A Hermeneutic Phenomenological Study. Taylor & Francis Group, 2022.

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15

Castillo, Eleonor G. Lived Experiences of Filipinx American Teachers in the U. S.: A Hermeneutic Phenomenological Study. Taylor & Francis Group, 2022.

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16

Kinyanjui, Njeri. Covid Stories from East Africa and Beyond: Lived Experiences and Forward-Looking Reflections. Langaa RPCIG, 2020.

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17

Kinyanjui, Mary Njeri. Covid Stories from East Africa and Beyond: Lived Experiences and Forward-Looking Reflections. Langaa RPCIG, 2020.

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18

Watanabe, Atsuko. Reflective Practice As Professional Development: Experiences of Teachers of English in Japan. Multilingual Matters, 2016.

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19

Watanabe, Atsuko. Reflective Practice As Professional Development: Experiences of Teachers of English in Japan. Multilingual Matters, 2016.

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20

Watanabe, Atsuko. Reflective Practice As Professional Development: Experiences of Teachers of English in Japan. Multilingual Matters, 2016.

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21

Watanabe, Atsuko. Reflective Practice As Professional Development: Experiences of Teachers of English in Japan. Multilingual Matters, 2016.

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22

Kong, Melinda. Hopes and Experiences of Bilingual Teachers of English: Investments, Expectations and Identity. Taylor & Francis Group, 2018.

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23

Kong, Melinda. Hopes and Experiences of Bilingual Teachers of English: Investments, Expectations and Identity. Taylor & Francis Group, 2018.

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24

Kong, Melinda. Hopes and Experiences of Bilingual Teachers of English: Investments, Expectations and Identity. Taylor & Francis Group, 2020.

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25

Asaoka, Chitose. Early Professional Development in EFL Teaching: Perspectives and Experiences from Japan. Multilingual Matters, 2019.

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26

Asaoka, Chitose. Early Professional Development in EFL Teaching: Perspectives and Experiences from Japan. Multilingual Matters, 2019.

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27

Asaoka, Chitose. Early Professional Development in EFL Teaching: Perspectives and Experiences from Japan. Multilingual Matters, 2019.

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28

Asaoka, Chitose. Early Professional Development in EFL Teaching: Perspectives and Experiences from Japan. Multilingual Matters, 2019.

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29

Gambhir, Mira Raj. Non-native speakers of English in a Canadian teacher education program: Needs, experiences, and policies. 2004.

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30

In their own words: Two-way immersion teachers talk about their professional experiences. ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1998.

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31

In their own words: Two-way immersion teachers talk about their professional experiences. ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1998.

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32

Wright, T., and M. Beaumont. Experiences of Second Language Teacher Education. Palgrave Macmillan Limited, 2015.

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33

Wright, T., and M. Beaumont. Experiences of Second Language Teacher Education. Palgrave Macmillan, 2014.

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34

Wright, T., and M. Beaumont. Experiences of Second Language Teacher Education. Palgrave Macmillan, 2014.

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35

Wang, Ning. Teacher motivation: A narrative inquiry into two EFL/ESL teachers' cross-cultural teaching experiences. 2005.

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36

Apelgren, Britt Marie. Foreign language teachers' voices: Personal theories and experiences of change in teaching English as a foreign language in Sweden (Goteborg studies in educational sciences). Acta Universitatis Gothoburgensis, 2001.

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37

Nagatomo, Diane Hawley, Kathleen A. Brown, and Melodie L. Cook, eds. Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/11.

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The goal of this book is to provide information, inspiration, and mentorship to teachers (namely foreign women, but not restricted to such) as they navigate the gendered waters of teaching English in Japanese higher education. Such a book is timely because foreign female university teachers are outnumbered by their foreign male colleagues by nearly three to one. This imbalance, however, is likely to change as reforms in hiring policies (which have until recently generally favored male applicants) have been widely implemented to encourage more female teachers and researchers. The narratives by

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38

Winkler, Elizabeth Grace, and Trini Stickle. Understanding Language. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350355279.

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An introduction to linguistics, this book acquaints students to the key areas of linguistics using real-world illustrations. This fully revised and updated text draws upon students’ daily experiences with linguistic concepts, allowing them to integrate terminology and build analytical skills as they develop a deeper understanding of how language facilitates our lives and, collectively, our society. Features of the third edition include: - A new chapter exploring language, the brain and the mind - A new chapter on World Englishes - Updated and expanded coverage of topics throughout, including a

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39

Young, Tara, ed. Creating Meaningful Museum Experiences for K–12 Audiences. Rowman & Littlefield, 2021. https://doi.org/10.5040/9798765194645.

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Creating Meaningful Museum Experiencesfor K–12 Audiences: How to Connect with Teachers and Engage Students is the first book in more than a decade to provide a comprehensive look at best practices in working with this crucial segment of museum visitors. With more than 40 contributors from art, history, science, natural history, and specialty museums across the country, the book asks probing questions about museum-school relationships, suggests new paradigms, and offers creative approaches. Fully up-to-date with current issues relevant to museums’ work with schools, including anti-racist teachi

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40

Linton, David. English West End Revue. Edited by Robert Gordon and Olaf Jubin. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199988747.013.5.

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London West End revue constituted a particular response to mounting social, political, and cultural insecurities over Britain’s status and position at the beginning of the twentieth century. These insecurities were compounded by growing demands for social reform: the call for women’s emancipation and the growth of the labour and the trade union movements created a climate of mounting disillusionment. Revue correlated the immediacy of this uncertain world, through a fragmented vocabulary of performance, placing satire, parody, social commentary, and critique at its core and achieving popularity

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41

Jain, Rashi, Bedrettin Yazan, and Suresh Canagarajah, eds. Transnational Research in English Language Teaching. Multilingual Matters, 2022. http://dx.doi.org/10.21832/jain7475.

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The edited volume contributes to the comprehensive and inclusive understanding of the global ELT landscape in instructional settings within and across countries. It brings together language teachers, educators and researchers who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical and research practices.

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42

Wilson, Ben. Debating in Teaching and Learning English. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350413603.

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This book offers the first full-length treatment of the topic of debating as a method of developing English Foreign Language (EFL) speaking, inviting scholars and practitioners to reflect on the demands of the current age for moving forward educational practice. While debating is a well-known method of dialogic speaking and is widely practiced, the extent to which it is integrated in adult TEFL has not been established, and an understanding of its affordances for developing foreign language speaking is also limited. This book fills the gap in the field of TESOL and applied linguistics on the a

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43

Tavares, Vander. International Students in Higher Education. The Rowman & Littlefield Publishing Group, 2021. https://doi.org/10.5040/9781666994827.

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Applying a critical and holistic framework, International Students in Higher Education: Language, Identity, and Experience from a Holistic Perspective explores the lived experiences of four multilingual international students at a Canadian University. Vander Tavares investigates how the students experience life in the host community, construct their multiple identities, and develop their proficiency in the English language. Additionally, Tavares examines the ways in which the institutional context impacts the students’ experiences by foregrounding the voices of domestic students, faculty and s

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44

Peres, Tanya M., and Rochelle A. Marrinan, eds. Unearthing the Missions of Spanish Florida. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9781683402510.001.0001.

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This volume presents new data and interpretations from research at Florida’s Spanish missions, outposts established in the sixteenth and seventeenth centuries to strengthen the colonizing empire and convert Indigenous groups to Christianity. In these chapters, archaeologists, historians, and ethnomusicologists draw on the past thirty years of work at sites from St. Augustine to the panhandle. Contributors explore the lived experiences of the Indigenous people, Franciscan friars, and Spanish laypeople who lived in La Florida’s mission communities. In the process, they address missionization, et

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45

Arashiro, Zuleika, and Malba Barahona. Women in Academia Crossing North–South Borders. The Rowman & Littlefield Publishing Group, Inc., 2015. https://doi.org/10.5040/9781978739932.

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Drawing broadly on decolonial studies, postcolonial feminist scholarship, and studies on identity, this interdisciplinary edited volume brings together personal accounts written by female scholars who migrated from Latin America and joined universities in the Global North (Australia, the United States, and the Netherlands), and female scholars who moved from the Global North to teach in Latin American universities. The seven contributors examine how their lived experiences with gender, race, and place/displacement have impactedtheir social identities and on their roles as researchers and teach

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46

Beal-Alvarez, Jennifer. Action Research in Deaf Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0012.

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This chapter presents an overview of action research, specifically, participatory action research (PAR), and its components. These components include, among others, recruitment and establishment of co-researchers, specifically deaf co-researchers and their lived experiences; confidentiality responsibilities in the PAR process; identification of relevant issues within target communities; and power-sharing among team members. The author reviews the action research literature related to deaf participants and co-researchers and focuses on the subcategory of action research within deaf education. F

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47

Ezell, Margaret J. M. Writing History: Domestic Papers, Biographical Writing, and Public Histories. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780191849572.003.0009.

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Many who lived through the English Civil War penned memoirs of their experiences, some of which were published after their deaths, such as Richard Baxter’s life writings and Thomas Fuller’s accounts of the worthies of England, or wrote and published topical public histories, including John Milton’s history of Britain. Samuel Pepys’s and John Evelyn’s diaries are among the most important sources about the Restoration years. Others such as Lucy Hutchinson wrote memoirs for their family or, like Margaret Cavendish, to defend the reputation of a family member. There was also interest in the histor

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48

Stengel, Barbara S. Responsibility. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350302631.

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Students, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved. In short, responsibility represents the goal for students, the guiding vision for educators’ practice, and a useful design principal for leaders and policy makers. Using a critical pragmatist framing of the concept of responsibility, Stengel shows how greater attention to responsibility allow

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49

Menezes, Alexandre Junior de Souza, Adelson Dias de Oliveira, Geisa Gabrielle Santos, et al. Experiências Narradas: Relatos e Vivências no espaço escolar. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-312-1.

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The book “Experiências Narradas: Relatos e vivências no espaço escolar” is the result of a collective formation process in the perspective of the Narrative Documentation of Pedagogical Experiences with a group of 16 Basic Education teachers, developed by the Research Group in Education, Narratives, and Teaching Experience in Secondary Education – Narratividades, of the Federal University of Vale do São Francisco – Univasf. With the narratives presented, it institutes teaching authorship and the dissemination of the experiential knowledge constituted in the daily life of urban and rural classro

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50

Hinsch, Bret. Women in Early Medieval China. The Rowman & Littlefield Publishing Group, Inc., 2018. https://doi.org/10.5040/9798881818401.

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This important study provides the only comprehensive survey of Chinese women during the early medieval period of disunion, which lasted from the fall of the Eastern Han dynasty in 220 AD to the reunification of China by the Sui dynasty in 581 AD, also known as the Six Dynasties. Bret Hinsch offers rich descriptions of the most important aspects of female life in this era, including family and marriage, motherhood, political power, work, inheritance, education, and religious roles. He traces women’s lived experiences as well as the emotional life and the ideals they pursued. Building on the bes

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