Candarli, Duygu (2015) Review of the book English language teachers on the discursive faultlines: identities, ideologies and pedagogies. Language and Intercultural Communication, 15 (2), 300-303. (doi:10.1080/14708477.2015.1006807).
Abstract
This book presents a comparative analysis of language ideologies, identities and cultural pedagogies of English language teachers in Chile and California. Menard-Warwick carried out the analysis through classroom observations and narratives. This comparative examination allows the author to situate the role of English and English language teaching in the wider political, sociocultural and ideological dynamics of both Chile and California. The tensions which arise from these changing dynamics are referred to as ‘discursive faultlines’ throughout the book. In her exploration of these faultlines, the author gives a comprehensive overview of teacher identities, intercultural identity development and cultural pedagogies, all within the theoretical framework of Bakhtin's (Citation1981) dimensions of language. The pedagogies she presents for teaching intercultural understanding are informed by both the theory and research. The book is divided into seven chapters, each of which provides readers with a notably rich contrastive analysis of English language teachers and their teaching practices in Chile and California.
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