Face and Enactment of Identities in the L2 Classroom

Joshua Alexander Kidd has been involved extensively in teaching, curriculum development and education research in Japan for over 20 years. He holds a PhD in Linguistics from Macquarie University, Australia. His research interests include social pragmatics, discourse analysis, face, identity and politeness theory. As a teacher he focuses on promoting language acquisition while fostering cultural awareness, interest, respect and tolerance.

• ForewordResearch OriginsPart 1   Chapter 1: The ResearchChapter 2: English Education in JapanChapter 3: Pragmatics   Chapter 4: Face/Identity and Politeness TheoryPart 2   Chapter 5: Methodology and Data Collection     Part 3   Chapter 6: ResultsChapter 7: Face and Student Collaboration          Chapter 8: Alignment to Japanese Identities      Chapter 9: Teacher Use of L1 Japanese Chapter 10: The Right to Silence: Silence As An Act Of Identity   Part 4   Chapter 11: Professional Development Conclusions and Implications      References

This timely book offers a theoretically engaging, deeply insightful and richly illustrated argument for the need in second language teaching and learning, teacher education and research, to (re)consider the construction of student identities as revealed through the pragmatics of face. It highlights the ways in which the students and their teacher interpret in diverse ways what it is that is going on and who it is that learners can be in classroom interaction, with consequences for the negotiation of face and the construction of identities.