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In:Dialogue in Multilingual and Multimodal Communities
Edited by Dale Koike and Carl S. Blyth
[Dialogue Studies 27] 2015
► pp. 287–305

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Transnational, transcultural, translingual communities of practice in flux

 | Ritsumeikan University at Kyoto, Japan
Published online: 10 July 2015
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https://doi.org/10.1075/ds.27.10kun
The Community of Practice (CofP; Wenger 1998) model of social learning has recently been a preferred lense for investigating professional practice in education. This chapter focuses on the experiences and resultant beliefs and practices of a group of teachers from a range of backgrounds (local, national, international) engaged in a highly diverse community of practice. Data were collected through a mixed focus group, interviews and written responses at a university in Southern China, where local, regional, mainland, autonomous territory and overseas Chinese, as well as native, non-native, second-generation and third-culture international teachers live, work and socialize. I argue that the study of CofPs needs to draw more on the diversity of its constituent members rather than focus on commonly-shared features.
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Cited by (1)

Cited by one other publication

Kunschak, Claudia & Nariyo Kono
2020. Post-Native-Speakerism and the Multilingual Subject: Language Policy, Practice, and Pedagogy. In Native-Speakerism [Intercultural Communication and Language Education, ], ► pp. 213 ff. DOI logo

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