Pokaż uproszczony rekord

EFL Teacher Identity: From Mental Representation to Situated Performance

dc.contributor.authorCiepiela, Kamila
dc.date.accessioned2022-08-18T10:56:09Z
dc.date.available2022-08-18T10:56:09Z
dc.date.issued2013
dc.identifier.citationCiepiela K., EFL Teacher Identity: From Mental Representation to Situated Performance, Łódź University Press, Łódź 2013, https://doi.org/10.18778/7525-864-6pl_PL
dc.identifier.isbn978-83-7525-864-6
dc.identifier.urihttp://hdl.handle.net/11089/42831
dc.descriptionThis book features critical and interpretive, linguistic perspective on foreign language teaching and learning in the 21st century Poland. By juxtaposing two conceptions of identity: essentialist and poststructuralist, the author attempts to present the problem of an EFL teacher identity construction and performance. Language is key to the study, both as a methodology for making more evident how identity operates through discourses and also as the object being studied. The author brings together these two dimensions of language with attention to both the specifics of participants' words and to the wider frames of discourse. The two conceptions of identity are discussed on the basis of the research conducted in one community of practice, i.e. Polish teachers of English. The results of the study lead to the conclusion that an EFL teacher identity should be recognized as an individual self-concept that is (re)fashioned every time individuals engage in interactions with varied milieus.pl_PL
dc.description.sponsorshipUdostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00.pl_PL
dc.language.isoenpl_PL
dc.publisherŁódź University Presspl_PL
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectteacherpl_PL
dc.subjectidentitypl_PL
dc.subjectmental representationpl_PL
dc.subjectinteractionpl_PL
dc.titleEFL Teacher Identity: From Mental Representation to Situated Performancepl_PL
dc.typeBookpl_PL
dc.rights.holder© Copyright by University of Łódź, Łódź 2013pl_PL
dc.page.number274pl_PL
dc.contributor.authorAffiliationDepartment of English and General Linguistics, Institute of English Studies, Faculty of Philology, University of Łódź, 90-514 Łódź, Al. Kościuszki 65pl_PL
dc.identifier.eisbn978-83-8220-981-5
dc.referencesAbrams, D. and Hogg, M.A. (1990), An introduction to the social identity approach. In D. Abrams, and M. A. Hogg, (Eds.), Social Identity Theory: Constructive and critical advances. New York, NY: Harvester Wheatsheaf, pp. 1-9.pl_PL
dc.referencesAdger, C. T. (1998). Register shifting with dialect resources in instructional discourse. In S. Hoyle and C. T. Adger (Eds.), Kids talk: Strategic language use in later childhood. New York: Oxford University Press, pp. 151-169.pl_PL
dc.referencesAgar, M. (2005). Telling it like you think it might be. ECO Issue,7, 23-34.pl_PL
dc.referencesAlsup, J. (2005). Teacher identity discourses. Negotiating personal and professional spaces. Mahwah, N. J.: Lawrence Erlbaum Associates.pl_PL
dc.referencesAnderson, M. L. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149 (1), 91-130.pl_PL
dc.referencesAnderson, N. H. (1971). Integration theory and attitude change. Psychological Review, 78, 171- 206.pl_PL
dc.referencesAntaki, C. and Widdicombe, S. (Eds.) (1998). Identities in talk. London: Sage.pl_PL
dc.referencesAppel, J. (1995). Diary of a language teacher. Oxford: Heinemann.pl_PL
dc.referencesArabski, J., Gabryś-Barker, D., and Łyda, A. (Eds.) (2007). PASE Papers 2007. (Vol. 1), Studies in language and methodology of teaching foreign languages. Katowice: Agencja Artystyczna “Para”.pl_PL
dc.referencesAston, G. (1993). Notes on the interlanguage of Comity. In: G. Kasper, and S. Blum-Kulka (Eds.), Interlanguage pragmatics. Oxford: OUP, pp. 224-250.pl_PL
dc.referencesAtkinson, J.M., and Heritage, J. (Eds.) (1984). Structures of social action: Studies in conversation analysis. Cambridge: Cambridge University Press.pl_PL
dc.referencesAtkinson, D. (2011). Introduction: Cognitivism and second language acquisition. In: D. Atkinson, (Ed.), Alternative approaches to second language acquisition. New York: Routledge, pp. 1-23.pl_PL
dc.referencesAu, K. H., and Mason, J. M. (1983). Cultural congruence in classroom participation structures: Achieving a balance of rights. Discourse Processes, 6(2), 145-167.pl_PL
dc.referencesBailey, K. M. (1996). The best laid plans: Teachers’ in-class decisions to depart from their lesson plans. In K. M. Bailey and D. Nunan (Eds.), Voices from the language classroom. Cambridge: CUP, 15-40.pl_PL
dc.referencesBaker, C., D. (2004) Membership categorisation and interview accounts. In D. Silverman (Ed.), Qualitative Research. Theory, Method and Practice. London: Sage, pp.162-176.pl_PL
dc.referencesBakhtin, M. ([1935] 1981). The dialogic imagination. (C. Emerson and M. Holquist, Trans.). Austin: University of Texas Press.pl_PL
dc.referencesBal, M. (1985). Narratology: Introduction to the theory of narrative. Toronto: University of Toronto Press.pl_PL
dc.referencesBamberg, M. (1997). Positioning between structure and performance. Journal of Narrative and Life History, 7/1-4, 335-42.pl_PL
dc.referencesBamberg, M. (2000). Critical personalism, language, and development. Theory & Psychology, 10, 749-767.pl_PL
dc.referencesBamberg, M. (2004a). Positioning with Davie Hogan: Stories, tellings, and identities. In C. Daiute and C. Lightfoot (eds.), Narrative analysis: Studying the development of individuals in society. Sage, pp. 135–157.pl_PL
dc.referencesBamberg, M. (2004b). Form and functions of “slut bashing” in male identity constructions in 15-year-olds. Human Development 47, 331–53.pl_PL
dc.referencesBamberg, M. (2004c). Talk, small stories, and adolescent identities. Human Development 47, 366-9.pl_PL
dc.referencesBamberg, M. (2005a). Narrative discourse and identities. In J. C. Meister, T. Kind, and W. Schernus (Eds.), Narratology beyond literary criticism. Berlin: de Gruyter, pp. 213-238.pl_PL
dc.referencesBamberg, M. (2005b). Encyclopedia entries on ‘Agency’, ‘Master Narratives’, and ‘Positioning’. In D. Herman, M. Jahn, & M.-L. Ryan (Eds.), The Routledge Encyclopedia of Narrative Theory. New York: Routledge.pl_PL
dc.referencesBamberg, M. (2006). Stories: Big or small: Why do we care?’ Narrative Inquiry 16/1, 139-47.pl_PL
dc.referencesBamberg, M. (2009). Identity and narration. In P. Huehn, J. Pier, W. Schmid and J. Schoenert (Eds.), Handbook of narratology. Berlin: Walter de Gruyter, pp. 132-143.pl_PL
dc.referencesBamberg, M. (2011a). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 3-24.pl_PL
dc.referencesBamberg, M. (2011b). Who am I? Big or small — shallow or deep? Theory & Psychology, 21(1), 122-129.pl_PL
dc.referencesBamberg, M., De Fina, A., and Schiffrin, D. (2011c). Discourse and identity construction. In S. Schwartz, K. Luyckx and V. Vignoles (Eds.), Handbook of identity theory and research. Berlin/New York: Springer Verlag, pp. 177-199.pl_PL
dc.referencesBamberg, M., De Fina, A., and Schiffrin, D. (Eds.) (2007). Selves and identities in narrative and discourse. Amsterdam: John Benjamins Publishing Company.pl_PL
dc.referencesBamberg, M., and Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and identity analysis. Text & Talk, 28(3), 377-396.pl_PL
dc.referencesBandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.pl_PL
dc.referencesBarclay, C. R., and Subramaniam, G. (1987). Autobiographical memories and self schemata. Applied Cognitive Psychology, 1, 169–182.pl_PL
dc.referencesBarnes, M. (2004). The use of positioning theory in studying student participation in collaborative learning activities. Paper presented as part of the symposium “Social Positioning Theory as an Analytical Tool” at the Annual Meeting of the Australian Association for Research in Education, Melbourne.pl_PL
dc.referencesBaron-Cohen, S. (1995). Mindblindness. An essay on autism and theory of mind. Cambridge MA.: MIT Press.pl_PL
dc.referencesBartels, N. (2005). Applied Linguistics and language teacher education. New York: Springer.pl_PL
dc.referencesBarton, J., Chassin, L., Presson, C. C., & Sherman, S. J. (1982). Social image factors asmotivators of smoking initiation in early and middle adolescence. Child Development, 53, 1499-1511.pl_PL
dc.referencesBaumeister, R. F. (1998). The self. In D. T. Gilbert, S. T. Fiske, and G. Lindzey (Eds.), Handbook of Social Psychology (Vol. 1, 4th ed.). New York, NY: McGraw-Hill, pp. 680-740.pl_PL
dc.referencesBeauchamp, C., and Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, Vol. 39, No. 2, 175-189.pl_PL
dc.referencesBecker, A. L. (1983). Toward a post-structuralist view of language learning: A short essay. Language Learning, 33, 217-220.pl_PL
dc.referencesBeijaard, D., N. Verloop, and Vermunt J.D. (2000). Teachers’ perceptions of professional identity an exploratory study from a personal knowledge perspective. Teaching and Teacher Education 16, 749–54.pl_PL
dc.referencesBeijaard, D., Meijer, P. C., and Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.pl_PL
dc.referencesBendle, M. (2002), The crisis of ‘identity' in high modernity. British Journal of Sociology, 53(1), 1-18.pl_PL
dc.referencesBenwell, B., and Stokoe, E. (2006). Discourse and Identity. Edinburgh: Edinburgh University Press.pl_PL
dc.referencesBergmann, J. R. (2004). Harold Garfinkel and Harvey Sacks. In U. Flick, E. von Kardoff and I. Steinke (Eds.), A Companion to Qualitative Research Los Angeles: Sage, pp. 29-34.pl_PL
dc.referencesBerliner, D. C. (1988). Implications of studies on expertise in pedagogy for teacher education and evaluation. In New directions for teacher assessment. Princeton, NJ: Educational Testing Service, pp. 39-68).pl_PL
dc.referencesBillett, S. (2007). Exercising self through working life: Learning, work and identity. In A. Brown, S. Kirpal, and F. Rauner, (Eds.), Identities at work. Dordrecht: Springer, pp. 183–210.pl_PL
dc.referencesBlock, D. (2006). Identity in applied linguistics. In T. Omoniyi and G. White (Eds.), The sociolinguistics of identity. Routledge, pp. 34-49.pl_PL
dc.referencesBloom, D. (1988). The role of higher education in fostering the personal development of teachers. In H. Hooghol, & A. M. van der Dussen (Eds.), Teacher education and the world of work: New economic, social and professional imperatives for the twenty-first century. Enschede: National Institute for Curriculum Development, pp. 59-71.pl_PL
dc.referencesBlumenthal, D. (1999). Representing the divided self. Qualitative Inquiry, 5, 3, 377-393.pl_PL
dc.referencesBorg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10, 3-31.pl_PL
dc.referencesBorg, S. (2009) Language teacher cognition. In A. Burns and J., C. Richards (Eds.), The Cambridge guide to second language teacher education.Cambridge: CUP, pp. 163-171.pl_PL
dc.referencesBorich, G. (1999). Dimensions of self that influence effective teaching. In R. Lipka and T. Brinthaupt (Eds.). The role of self in teacher development Albany. NY: State University of New York Press, pp. 92-117.pl_PL
dc.referencesBourdieu, P. (1986). The forms of capital. In J.G. Richardson’s Handbook for theory and research for the sociology of education. New York: Greenwood, pp. 241-258.pl_PL
dc.referencesBourdieu, P. (1990). In other words: Essays towards a reflexive sociology. Stanford: Stanford University Press.pl_PL
dc.referencesBourdieu, P. (1991). Language and symbolic power. Harvard: Harvard University Press.pl_PL
dc.referencesBourdieu, P., and Passeron, J. (1977). Reproduction in education, society, and culture. London & Beverly Hills, CA: Sage Publications.pl_PL
dc.referencesBreckler, S. J., and Greenwald, A. G. (1986). Motivational facets of the self. In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behaviour New York, NY: Guilford, pp. 145-164.pl_PL
dc.referencesBreen, M., P. (1991). Understanding the language teacher. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood, and M. Swain (eds.). Foreign/Second Language Pedagogy Research. Clevedon, UK: Multilingual Matters, pp. 213-233.pl_PL
dc.referencesBrewer, W. F. (1985). The story schema: Universal and culture-specific properties. In D. R. Olson,N. Torrance, and A. Hildyard (Eds.), Literacy, language and learning Cambridge: Cambridge University Press, pp. 166–194.pl_PL
dc.referencesBrewer, M. B., & Gardner, W. (1996). Who is this “we”? Levels of collective identity and self representations. Journal of Personality and Social Psychology, 71, 83-93.pl_PL
dc.referencesBritzman, D.P. (1991). Practice makes practice. Albany, NY: State University of New York Press.pl_PL
dc.referencesBrockmeier, J. (2004). What makes a story coherent? In A. Uchoa Branco & J. Valsiner (Eds.), Communication and metacommunication in human development. Greenwich, CT: Information Age Publishing, pp. 285-306.pl_PL
dc.referencesBrockmeier, J., Carbaugh D. A. (2001). Narrative and identity. John Benjamins Publishing Company.pl_PL
dc.referencesBrousseau, G. (1986). Fondements et méthodes de la didactique mathématiques. Recherches en Didactique des Mathématiques, 7(2), 33-115.pl_PL
dc.referencesBrown, H. D. (2007). Principles of language learning and teaching (5th edition). White Plains, NY: Pearson.pl_PL
dc.referencesBrown, P. and Levinson S. (1987). Politeness: Some universals in language usage. Cambridge: CUP.pl_PL
dc.referencesBrubaker, R. and Cooper, F. (2000). Beyond ‘Identity’. Theory and Society, 29, 1-47.pl_PL
dc.referencesBruner, J. (1990) Acts of meaning. Cambridge, Mass: Harvard University Press.pl_PL
dc.referencesBucholtz, M. (1999). Why be normal?: Language and identity practices in a community of nerd girls. Language in Society, 28(2), 203-225.pl_PL
dc.referencesBucholtz, M. and Hall, K. (2004). Language and identity. In A. Duranti (Ed.) A Companion to Linguistic Anthropology. Malden, MA: Blackwell, pp. 369–94.pl_PL
dc.referencesBucholtz, M. and Hall, K. (2005). Identity and interaction: a sociocultural linguistic approach. Discourse Studies 7(4–5), 586-614.pl_PL
dc.referencesBucholtz, M. and Hall, K. (2010). Locating identity in language. In C. Llamas and D. Watt (Eds.), Language and Identities. Edinburgh: Edinburgh University Press, pp. 18-28.pl_PL
dc.referencesBudgeon, S. (2003). Identity as an embodied event. Body and Society, 9, 35-55.pl_PL
dc.referencesBurck, C. (1997). Language and narrative: Learning from bilingualism. In R. K. Papadopoulos and J. Byng-Hall (Eds.), Multiple voices: Narrative in systemic family psychotherapy. New York: Routledge.pl_PL
dc.referencesBurke, P. J. (1980). The Self: Measurement implications from a symbolic interactionist perspective. Social Psychology Quarterly, 43,18-29.pl_PL
dc.referencesBurke, P. J. (1997). An identity model for network exchange. American Sociological Review, 62, 134-150.pl_PL
dc.referencesBurke, P. J. and Franzoi, S. L. (1988). Studying situations and identities using experiential sampling methodology. American Sociological Review, 53, 559-568.pl_PL
dc.referencesBurkitt, I. (1991). Social selves: Theories of the social formation of personality. London: Sage.pl_PL
dc.referencesButler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York: Routledge.pl_PL
dc.referencesByram, M. (1995). Acquiring intercultural competence: A review of learning theories. In L. Sercu (Ed.), Intercultural competence. A new challenge for language teachers and trainers in Europe. Vol. 1: The secondary school. Aalborg, Denmark: Aalborg University.pl_PL
dc.referencesCackowski, Z. (1990). Czasoprzestrzeń ludzkiego życia. In Z. J. Czarnecki (ed.). Czas, wartość i historia. Lublin: Wydawnictwo UMCS, pp. 29-37.pl_PL
dc.referencesCalderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Macmillan, pp. 709-725.pl_PL
dc.referencesCampbell, J. D. (1990). Self-esteem and clarity of the self-concept. Journal of Personality and Social Psychology, 59, 538–549.pl_PL
dc.referencesCameron, D. (1997) Demythologizing sociolinguistics. In N. Coupland and A. Jaworski (Eds.), Sociolinguistics: A reader and coursebook. Houndmills: Macmillan, pp. 55–67.pl_PL
dc.referencesCanale, M., and Swain, M. (1980). Theoretical bases of communicative approaches to second language testing and teaching. Applied Linguistics, 1(1), 1–47.pl_PL
dc.referencesCannella, G.S. (1999). The scientific discourse of education: Predetermining the lives of others:– Foucault, education, and children. Contemporary Issues in Early Childhood, 1(1), 37-45.pl_PL
dc.referencesCantor, N., and Kihlstrom, J.F. (1987). Personality and social intelligence. Englewood Cliffs, N.J.: Prentice-Hall.pl_PL
dc.referencesCantor, N., & Mischel, W. (1979). Prototypicality and personality: Effects on free recall and personality impressions. Journal of Research in Personality, 13, 187-205.pl_PL
dc.referencesCantor, N., Mischel, W., & Schwartz, J. (1982). A prototype analysis of psychological situations. Cognitive Psychology, 14, 45–77.pl_PL
dc.referencesCantor, N., and Zirkel, S. (1990). Personality, cognition, and purposive behavior. In L. Pervin (Ed.), Handbook of personality: Theory and research. New York: Guilford, pp. 125-164.pl_PL
dc.referencesCarr, D. (1986). Time, narrative, and History. Bloomington & Indianapolis: Indiana University Press.pl_PL
dc.referencesCazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.pl_PL
dc.referencesCelce-Murcia, M. and Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. Boston: Heinle and Heinle.pl_PL
dc.referencesCelce-Murcia, M., and Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teachers. Cambridge: Cambridge University Press.pl_PL
dc.referencesChomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.pl_PL
dc.referencesChomsky, N. (1981). Lectures on government and binding. Dordrecht: Foris.pl_PL
dc.referencesChomsky, N. (1995). The minimalist program. Cambridge, MA: MIT Press.pl_PL
dc.referencesCicourel, A. V. (1992). The interpretation of communicative contexts: Examples from medical encounters. In A. Duranti and C. Goodwin (eds.). Rethinking context. Language as an interactive phenomenon. Cambridge: CUP, pp. 291-310.pl_PL
dc.referencesCiepiela, K. (2011). Friendship, Sistership and Personal Identity in Early Adolescence. In N., Farghaly and C. T. Toralba (Eds.), Love on trial: Adjusting and assigning relationships. Inter-Disciplinary Press.(e-book).pl_PL
dc.referencesCiepiela, K. (2012). Narrative as a toolkit for identity performance. In A. Kiełkiewicz-Janowiak and J. Pawelczyk (Eds.), Special issue on narratives in contexts. Poznań Studies in Contemporary Linguistics 48(1), 103-125.pl_PL
dc.referencesClandinin, D. J. (1992). Creating spaces for teachers’ voices. Journal of Educational Thought, 26(1), 59-61.pl_PL
dc.referencesClandinin, D.J., and Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.pl_PL
dc.referencesClark, A. (1999). Embodied, situated, and distributed cognition. In W. Bechtel and G. Graham (Eds.), A companion to cognitive science. Oxford: Blackwell Publishing Inc.pl_PL
dc.referencesClark, A. (2001). Mindware: An introduction to the philosophy of cognitive science. Oxford University Press.pl_PL
dc.referencesClark, A. and Chalmers, D. (1998). The extended mind. Analysis 58: 7-19.pl_PL
dc.referencesClark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching. New York: Macmillan.pl_PL
dc.referencesClarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Clevedon: Multilingual Matters.pl_PL
dc.referencesCohen, A. D. (2002). Preparing teachers for styles- and strategies-based instruction. In V. Crew, C. Davison, & B. Mak (Eds.), Reflecting on language in education. Hong Kong: Centre for Language in Education, The Hong Kong Institute of Education, pp. 49-69.pl_PL
dc.referencesColdron, J., and Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726.pl_PL
dc.referencesColeman, L., and Kay, P. (1981). Prototype semantics: The English word LIE. Language, 57, 26-44.pl_PL
dc.referencesCollins, L. (2002). The roles of L1 influence and lexical aspect in the acquisition of temporal morphology. Language Learning, 52, 43-94.pl_PL
dc.referencesConnelly, M., and Clandinin, J. (1999). Shaping a professional identity: Stories of educational practice. London, ON: The Althouse Press.pl_PL
dc.referencesCorder, S. P. (1983). A role for the mother tongue. In S. M. Gass & L. Selinker (Eds.), Language transfer in language learning. Rowley, MA: Newbury House, 85-97.pl_PL
dc.referencesCornu, A. M., and Delahaye, M. (1987). Variability in interlanguage reconsidered: LSP vs. non-LSP IL talk. English for Specific Purposes, 6, 145-52.pl_PL
dc.referencesCôté, J., & Levine, C. (2002). Identity formation, agency, and culture: A social psychological synthesis. London: Lawrence Erlbaum Associates, Publishers.pl_PL
dc.referencesCrafton, L., and Kaiser E. (2011). The language of collaboration: Dialogue and identity in teacher professional development. Improving Schools, 14(2),104–116.pl_PL
dc.referencesCross, R., and Gearon, M. (2007). The confluence of doing, thinking and knowing: Classroom practice as the crucible of foreign language teacher identity. In A. Berry, A. Clemans, and A. Kostogriz (Eds.), Dimensions of professional learning: Professionalism, practice and identity. Rotterdam, Netherlands: Sense Publishers, pp. 53-68.pl_PL
dc.referencesCuban, L. (1993) How teachers taught: constancy and change in American classrooms. New York: Teachers College Press, pp. 1890–1990.pl_PL
dc.referencesCumming, A. (1989). Student teachers’ conceptions of curriculum: Towards an understanding of language teacher development. TESOL Canada Journal, 7 (1), 33-51.pl_PL
dc.referencesCummins, J. (2000) Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.pl_PL
dc.referencesCummins, J. (2003). Challenging the construction of difference as deficit: Where are identity, intellect, imagination, and power in the new regime of truth? In P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change. London: Routledge, pp. 41-60.pl_PL
dc.referencesDanielewicz, J. (2001). Teaching selves: identity, pedagogy, and teacher education. New York: State University of New York.pl_PL
dc.referencesDavies, B. and Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour 20(1), 43–63.pl_PL
dc.referencesDavis, K. (1995). Reshaping the female body. New York: Routledge.pl_PL
dc.referencesDay, C., Kington, A., Stobart, G. and Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal 32(4), 601-616.pl_PL
dc.referencesDeaux, K. (1993). Reconstructing social identity. Personality and Social Psychology Bulletin, 19, 4-12.pl_PL
dc.referencesDe Fina, A. (2003). Identity in narrative. A study of immigrant discourse. Amsterdam: John Benjamins Publishing Company.pl_PL
dc.referencesDe Fina, A. and Georgakopoulou, A. (2008). Narrative analysis in the shift from texts to practices. Berlin: Mouton de Gruyter.pl_PL
dc.referencesDe Fina, A. and Georgakopoulou, A. (2012). Analyzing narrative. Discourse and sociolinguistic perspectives. Cambridge: CUP.pl_PL
dc.referencesDe Fina, A., Schiffrin, D., and Bamberg, M. (Eds.) (2006). Discourse and identity. Cambridge: CUP.pl_PL
dc.referencesDerenowski, M. (2008). Rozwijanie refleksyjności nauczycielskiej jako efektywny sposób zwiększania motywacji i zapobiegania problemowi wypalenia zawodowego. In A. Michońska-Stadnik, and Z. Wąsik (eds.). Nowe spojrzenia na motywację w dydaktyce języków obcych. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu, pp. 211-216.pl_PL
dc.referencesDescartes, R. ([1641] 1970). Mediations on first Philosophy, trans. E. Anscombe and P. T Geach In Descartes Philosophical Writings. London: The Open University.pl_PL
dc.referencesDillabough, J. A. (1999). Gender politics and conceptions of the modern teacher: Women, identity and professionalism. British Journal of Sociology, 20, 373–394.pl_PL
dc.referencesDörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2) New York, NY: Springer, pp. 719-731.pl_PL
dc.referencesDouglas, D., and Selinker, L. (1985). Principles for language tests within the “discourse domains” theory of interlanguage: Research, test construction and interpretation. Language Testing, 2, 205-21.pl_PL
dc.referencesDrew, P., and Heritage, J. (1992). Analyzing talk at work: An introduction. In P. Drew and J. Heritage (Eds.), Talk at work. Cambridge: Cambridge University Press, pp. 3-65.pl_PL
dc.referencesDuff, P. A. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289-322.pl_PL
dc.referencesDuff, P. A., and Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.pl_PL
dc.referencesDuffee, L., & Aikenhead, G.S. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76, 493-506.pl_PL
dc.referencesDuranti, A. (1997). Linguistic Anthropology. Cambridge, UK: Cambridge University Press.pl_PL
dc.referencesDuszak, A. (2005). Academic community in transition. In G. Cortese & A. Duszak (Eds.), Identity, community, discourse. English in intercultural settings. Bern, Berlin: Peter Lang, pp. 69-94.pl_PL
dc.referencesEagly, A. H., & Mladinic, A. (1989). Gender stereotypes and attitudes towards women and men. Personality and Social Psychology Bulletin, 15, 543–558.pl_PL
dc.referencesEckert, P., and McConnell-Ginet, S. (1992). Think practically and look locally: Language and gender as community-based practice. Annual Review of Anthropology, 21, 461-90.pl_PL
dc.referencesEckert, P., and McConnell-Ginet, S. (1999). New generalizations and explanations in language and gender research. Language in Society, 28, 185-201.pl_PL
dc.referencesEdwards, A. (2005). Let’s get beyond community and practice: the many meanings of learning by participating. The Curriculum Journal, 16(1), 53–69.pl_PL
dc.referencesEdwards, J. (2009). Language and identity. An introduction. Cambridge, New York, etc.: CUP.pl_PL
dc.referencesEdwards, D. (1998). The relevant thing about her: Social identity categories in use. In C. Antaki,. and S. Widdicombe, (Eds.), pp. 15-33.pl_PL
dc.referencesEdwards, D. and Potter, J. (1992). Discursive Psychology. London: Sage Publications, Inc.pl_PL
dc.referencesElliot, A. (1996), Subject to ourselves: Social theory, Psychoanalysis and postmodernity. Cambridge: Polity.pl_PL
dc.referencesEllis, N. C. (2006). Selective attention and transfer phenomena in SLA: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, 27, 1–31.pl_PL
dc.referencesEllis, R. (1984). Classroom second language development. Oxford: Pergamon.pl_PL
dc.referencesEmig, J. (1971) The composing processes of twelfth graders. Urbana, IL: National Council of Teachers of English.pl_PL
dc.referencesEngeström, Y. (1991). Activity theory and individual and social transformation. Activity Theory, 7(8), 6-17.pl_PL
dc.referencesErickson, F. (1996) Ethnographic microanalysis. In McCay, S., L. and N.,H. Hornberger (Eds.), Sociolinguistics and Language Teaching. CUP, 283-306.pl_PL
dc.referencesErikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.pl_PL
dc.referencesFaerch, C., and Kasper, G. (1983). Plans and strategies in foreign language communication. In C. Faerch, and G. Kasper (Eds.), Strategies in interlanguage Communication. London: Longman, pp. 210-39.pl_PL
dc.referencesFarrell, T. S. C. (1999). The reflective assignment: Unlocking preservice teachers’ beliefs on grammar teaching. RELC Journal, 30, 1-17.pl_PL
dc.referencesFauconnier, G. (1985). Mental spaces. Cambridge, MA: MIT Press.pl_PL
dc.referencesFerrante, J. (2003). Sociology: A global perspective. Belmont, CA: Thomson Wadsworth, pp. 269- 272.pl_PL
dc.referencesFirth, A., and Wagner, J. (1997). On discourse, communication and (some) fundamental concepts in SLA research. Modern Language Journal, 81(3), 285-300.pl_PL
dc.referencesFitzgerald, R., and Housley, W. (2002). Identity, categorisation and sequential organization: The sequential and categorical flow of identity in a radio phone-in. Discourse & Society, 13(5), 579-602.pl_PL
dc.referencesFlores, M. (2001). Person and context in becoming a new teacher. Journal of Education for Teaching, 27(2), 135-148.pl_PL
dc.referencesFlores, M.A., and Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232.pl_PL
dc.referencesFludernik, M. (2007). Identity/alterity. In D. Herman (Ed.), The Cambridge companion to narrative. Cambridge: CUP.pl_PL
dc.referencesForgas, J. P., and Williams, K. D. (Eds.) (2002). The social self: Cognitive, interpersonal, and intergroup perspectives. New York, NY: Psychology Press.pl_PL
dc.referencesForrester, G. (2005). All in a day’s work: Primary teachers ‘performing’ and ‘caring’. Gender and Education, 17(3), 271–287.pl_PL
dc.referencesFoucault, M. (1972). The archaeology of knowledge and discourse on language. New York: Pantheon Books.pl_PL
dc.referencesFoucault, M. (1980). Two lectures. In C. Gordon (Ed.), Power/knowledge: selected interviews and other writings by Michel Foucault, 1972-1977. New York: Pantheon Books, pp. 78-108.pl_PL
dc.referencesFoucault, M. (1981). The order of discourse. In R. Young (ed.). Untying the text: a post-structural anthology. Boston: Routledge & Kegan Paul, pp. 48-78.pl_PL
dc.referencesFoucault, M. (1985). The use of pleasure. London: Penguin Viking.pl_PL
dc.referencesFreeman, D. (2004). Language, sociocultural theory, and L2 teacher education: Examining the technology of subject matter and the architecture of instruction. In M.R. Hawkins (ed.) Language Learning and Teacher Education: A Sociocultural Approach. Clevedon: Multilingual Matters, pp. 169-197.pl_PL
dc.referencesFurlong, J. and Maynard, T. (1995). Mentoring student teachers: The development of professional knowledge. London: Routledge.pl_PL
dc.referencesGabryś-Barker, D. (2009). New to self-reflection and self-evaluation: Trainee teachers as diary writers. In M. Wysocka (Ed.), On language structure, acquisition and teaching. Studies in honour of Janusz Arabski on the occasion of his 70th birthday. Katowice: Wydawnictwo Uniwersytetu Śląskiego, pp. 419-427.pl_PL
dc.referencesGabryś-Barker, D. (2012). Reflectivity in pre-service teacher education. A Survey of theory and practice. Katowice: Wydawnictwo Uniwersytetu Śląskiego.pl_PL
dc.referencesGafaranga, J. (2001). Linguistic identities in talk-in-interaction: Order in bilingual conversation. Journal of Pragmatics, 33, 1901-1925.pl_PL
dc.referencesGallagher, S. (2003). Bodily self-awareness and object-perception. Theoria et Historia Scientiarum. International Journal for Interdisciplinary Studies, 7, 53-68.pl_PL
dc.referencesGallagher, S., and Zahavi, D. (2008). The phenomenological mind: An introduction to philosophy of mind and cognitive science. London and New York: Routledge.pl_PL
dc.referencesGallimore, R., and Tharp, R. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press, pp. 175-205.pl_PL
dc.referencesGass, S., Madden, C., Preston, D. and Selinker, L. (1989). Variation in second language acquisition. Clevedon: Multilingual Matters.pl_PL
dc.referencesGee, J. P. (1990). Social linguistics and literacies: Ideology in Discourses. London: Falmer.pl_PL
dc.referencesGee, J. P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.pl_PL
dc.referencesGee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. (2nd ed.). London: Taylor & Francis.pl_PL
dc.referencesGee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.pl_PL
dc.referencesGee, J. P. (2005). Introduction to Discourse Analysis: Theory and Method. (2nd ed.). London: Routledge.pl_PL
dc.referencesGee, J. P. (2010). Introduction to Discourse Analysis: Theory and Method. (3rd ed.). London: Routledge.pl_PL
dc.referencesGenette, G. (1980). Narrative discourse. New York: Cornell University Press.pl_PL
dc.referencesGenette, G. (1982). Figures of literary discourse. Translated by Marie-Rose Logan. New York: Columbia University Press.pl_PL
dc.referencesGeorgakopoulou, A. (2006). Thinking big with small stories in narrative and identity analysis. Narrative Inquiry, 16(1), 122-130.pl_PL
dc.referencesGeorgakopoulou, A. (2007). Small stories, interaction and identities. Amsterdam: John Benjamins Publishing Company.pl_PL
dc.referencesGeorgakopoulou, A., and Bamberg, M. (2005, July 10-15). Small is beautiful: Small stories as a new perspective in narrative analysis. Paper presented to the 9th International Pragmatics Association Conference, Riva del Garda.pl_PL
dc.referencesGeorge, J., Mohammed, J. and Quamina-Aiyejina, L. (2003). Teacher identity in an era of educational reform: the case of Trinidad and Tobago. Compare, 33(2), 191-206.pl_PL
dc.referencesGergen, K. (2009). An invitation to social construction. London: Sage.pl_PL
dc.referencesGibbons, F. X., & Gerrard, M. (1995). Predicting young adults’ health-risk behavior. Journal of Personality and Social Psychology, 74, 1164-1180.pl_PL
dc.referencesGiddens, A. (1984). The constitution of society. Cambridge, MA: Polity Press.pl_PL
dc.referencesGiddens, A. (1991). Modernity and self-identity. Cambridge, MA: Polity Press.pl_PL
dc.referencesGlover, K. D. (1995). A prototype view of context and linguistic behaviour: Context prototypes and talk. Journal of Pragmatics, 23,137-156.pl_PL
dc.referencesGoffman, E. (1969). The presentation of self in everyday life. London: Allen Lane (first published 1959).pl_PL
dc.referencesGoffman, E. (1971). Relations in public: Microstudies of the public order. London: Allen Lane.pl_PL
dc.referencesGoffman, E. (1983). The interaction order. American Sociological Review, 48, 1-17.pl_PL
dc.referencesGolombek, P. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32, 447-464.pl_PL
dc.referencesGolombek, P. (2009). Personal practical knowledge in L2 teacher education. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education. Cambridge: CUP, pp. 155-162.pl_PL
dc.referencesGoos, M., Galbraith, P., and Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49, 193-223.pl_PL
dc.referencesGordon, R., Kane, T. J., and Staiger, D. O. (2006). Identifying effective teachers using performance on the job. The Hamilton Project Discussion Paper.pl_PL
dc.referencesGranger, C. (2004). Silence in second language learning. A psychoanalytic reading. Clevedon: Multilingual Matters.pl_PL
dc.referencesGreenwald, A. G. (1980). The totalitarian ego: Fabrication and revision of personal history. American Psychologist, 35, 603-618.pl_PL
dc.referencesGrosjean, F. (1982). Life with two languages: An introduction to bilingualism. Cambridge, Mass: Harvard University Press.pl_PL
dc.referencesGudykunst, W. B. and Kim, Y. Y. (2003). Communicating with strangers: An approach to intercultural communication. Boston: McGraw-Hill.pl_PL
dc.referencesGumperz, J. J. (1982a). Discourse strategies. Cambridge: Cambridge University Press.pl_PL
dc.referencesGumperz, J. J. (Ed.) (1982b). Language and social identity. Cambridge: Cambridge University Press.pl_PL
dc.referencesHa, P. L. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon: Multilingual Matters Ltd.pl_PL
dc.referencesHadden, S. C. and Lester, M. (1978). Talking identity: The production of “self ” in interaction. Human Studies 1, 331-56.pl_PL
dc.referencesHall, S. (2000). Who needs identity?. In P. du Gay, J. Evans and P. Redman (Eds.), Identity: A reader. London: Sage.pl_PL
dc.referencesHamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. Lipka and T. Brinthaupt (Eds.), The role of self in teacher development. Albany, NY: State University of New York Press, pp. 189–228.pl_PL
dc.referencesHamilton, D. L. (1981). Stereotyping and intergroup behaviour: some thoughts about the cognitive approach. In D. L. Hamilton (Ed.), Cognitive processes in stereotyping and intergroup behaviour. Hillsdale, NJ: Erlbaum, pp. 333–354.pl_PL
dc.referencesHannover, B., Kessels, U. (2004). Self-to-prototype matching as a strategy for making academic choices. Why high school students do not like math and science. Learning and Instruction 14, 51-67.pl_PL
dc.referencesHampton, J.A. (1987). Inheritance of attributes in natural concept conjunctions. Memory and Cognition, 15, 55-71.pl_PL
dc.referencesHampton, J.A. (1991). The combination of prototype concepts. In P. Schwanenflugel (Ed.), The psychology of word meanings Hillsdale, NJ: Erlbaum, pp. 91-116.pl_PL
dc.referencesHargreaves, A. (1994). Changing teachers, changing times: Teachers work and culture in the postmodern age. London, Cassell.pl_PL
dc.referencesHargreaves, A. (1997) The four ages of professionalism and professional learning. Unicorn – Journal of the Australian College of Education, 23(2): 86-114.pl_PL
dc.referencesHargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103, 1056–1080.pl_PL
dc.referencesHarré, R., and Van Langenhove, L. (1999). The dynamics of social episodes. In R. Harré and L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action. Oxford: Blackwell, pp. 1-13.pl_PL
dc.referencesHawkins, M. (Ed.) (2004). Language learning and teacher education: A sociocultural approach. Clevedon: Multilingual Matters.pl_PL
dc.referencesHegel, G. W. F. ([1807] 1977). Phenomenology of spirit. (trans. A. V. Miller). Oxford: Clarendon Press.pl_PL
dc.referencesHerdina, P., and Jessner, U. (2002). A dynamic model of multilingualism. Clevedon: Multilingual Matters.pl_PL
dc.referencesHeritage, J., and Raymond, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in talk-in-interaction. Social Psychology Quarterly 68, 15-38.pl_PL
dc.referencesHester, S., Eglin, P. (1997) The reflexive constitution of category, predicate and context in two settings. In: Hester, S., P. Eglin, (Eds.), Culture in action: studies in membership categorisation analysis. Washington, D.C.: University Press of America, pp. 25-48.pl_PL
dc.referencesHiggins, C. (2010). Gender identities in language education. In N. H. Hornberger and S. Lee McKay (Eds.), Sociolinguistics and language education. Bristol, Buffalo, Toronto: Multilingual Matters, pp. 370-397.pl_PL
dc.referencesHiggins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319-340.pl_PL
dc.referencesHiggins, E. T. (1996). Knowledge activation: Accessibility, applicability, and salience. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles. New York, NY: Guilford, pp. 133-168.pl_PL
dc.referencesHodgen, J., & Askew, M. (2007). Emotion, identity and teacher learning: Becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469-487.pl_PL
dc.referencesHolland, D. and Reeves, J.R. (1996). Activity theory and the view from somewhere: team perspectives on the intellectual work on programming. In B. Nardi (Ed.), Context and consciousness: activity theory and human-computer interaction. Cambridge, Mass.: MIT Press.pl_PL
dc.referencesHollway, W. (1984). Gender difference and the production of subjectivity. In J. Henriques, W. Hollway, C. Urwin, C. Venn and V. Walkerdine (Eds.), Changing the subject. Psychology, social regulation, and subjectivity. London: Methuen, pp. 227-263.pl_PL
dc.referencesHoveid, M. and Hoveid, H. (2004). On the possibilities of educating active reflective teachers. European Educational Research Journal. 3(1), 49-76.pl_PL
dc.referencesHoveid, M. and Hoveid, H. (2008). Teachers’ identity, self and the process of learning. Studies in Philosphy and Education, 27, 125-136pl_PL
dc.referencesHuberman, M. (1993). The lives of teachers. New York: Teachers College Press.pl_PL
dc.referencesHunt, C. (2006). Travels with a turtle: Metaphors and the making of a professional identity. Reflective Practice, 7(3), 315-332.pl_PL
dc.referencesHymes D (1962/1968). The ethnography of speaking. In J A Fishman (Ed.), The ethnography of communication. The Hague: Mouton. 99-138.pl_PL
dc.referencesHymes, D. (1971). Competence and performance in linguistic theory. In R. Huxley & E. Ingram (Eds.), Language acquisition: Models and methods. New York: Academic Press.pl_PL
dc.referencesHymes, D. (1972a). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics. Harmondsworth: Penguin. 269-285.pl_PL
dc.referencesHymes, D. (1972b). Models of the interaction of language and social life. In J. Gumperz and D. Hymes (Eds.), Directions in sociolinguistics: The ethnography of communication. Oxford: Basil Blackwell. 35-71.pl_PL
dc.referencesHymes, D. (1972c). Introduction. In C, Cazden, V. John, & D. Hymes (Eds.). Functions of language in the classroom. New York: Teachers College Press, pp. xi–lvii.pl_PL
dc.referencesIngelhart, M. R., Markus, H., and Brown, D. R. (1989). The effects of possible selves on academic achievement - a panel study. In J.P. Forgas and J.M. Innes, (Eds.), Recent advances in Social Psychology: An international perspective. North Holland: Elsevier Science Publishers B.V., pp. 469-477.pl_PL
dc.referencesJames, W. (1892). Psychology. New York: Henry Holt.pl_PL
dc.referencesJarvis, S., and Odlin, T. (2000). Morphological type, spatial reference, and language transfer. Studies in Second Language Acquisition, 22, 535–556.pl_PL
dc.referencesJayyusi, L. (1984). Categorization and the moral order. London: Routledge and Kegan Paul.pl_PL
dc.referencesJeffrey, B. (2002). Performativity and primary teacher relations. Journal of Education Policy, 17(5), 531-546.pl_PL
dc.referencesJenkins, R. (2004). Social Identity, (2nd ed.). London: Routledge.pl_PL
dc.referencesJenkins, R. (2006). When politics and social theory converge: Group identification and group rights in Northern Ireland. Journal of Nationalism and Ethnic Politics, vol. 12, 389-410.pl_PL
dc.referencesJenkins, R. (2008). Social Identity, (3rd ed.). London: Routledge.pl_PL
dc.referencesJensen, A. A. (1995). Defining intercultural competence for the adult learner. In A. A. Jensen, K. Jaeger, and A. Lorentsen (Eds.), Intercultural competence. A new challenge for language teachers and trainers in Europe. Vol. 2: The adult learner. Aalborg, Denmark: Aalborg University.pl_PL
dc.referencesJewell, T., and Pratt, D. (1999). Literature discussions in the primary grades: Children’s thoughtful discourse about books and what teachers can do to make it happen. Reading Teacher 52, 842-850.pl_PL
dc.referencesJohnson, D.W. (2009). Reaching out: Interpersonal effectivenessand self-actualization. (10th ed.). Boston: Allyn & Bacon.pl_PL
dc.referencesJohnson, K. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4): 439–52.pl_PL
dc.referencesJohnson, K. (2003). “Every experience is a moving force”: Identity and growth through mentoring. Teaching and Teacher Education, 19, 787-800.pl_PL
dc.referencesJohnson, K. (2009). Trends in second language teacher education. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education. Cambridge: CUP, pp. 20-29.pl_PL
dc.referencesJohnson, M., (1987). The body in the mind. The bodily basis of meaning, imagination, and reason. Chicago: University of Chicago.pl_PL
dc.referencesJohnston, B., and Goettsch, K. (2000). In search of the knowledge base of language teaching: Explanations by experienced teachers. Canadian Modern Language Review, 56(3), 437-468.pl_PL
dc.referencesJohnston, P. H. (2004). Choice words: how our language affects children’s learning. York, ME: Stenhouse Publishers.pl_PL
dc.referencesJones, R. A. (1999). Direct perception and symbol forming in positioning. Journal for the Theory of Social Behaviour, 29, 37-58.pl_PL
dc.referencesJoseph, J. (2004). Language and identity. London: Palgrave Macmillan.pl_PL
dc.referencesKagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62,129-169.pl_PL
dc.referencesKanno, Y. (2000a). Bilingualism and identity: The stories of Japanese returnees. International Journal of Bilingual Education and Bilingualism 3 (1), 1-18.pl_PL
dc.referencesKanno, Y. (2000b). Kikokushijo as bicultural. International Journal of Intercultural Relations, 24, 361-382.pl_PL
dc.referencesKasper, G., and Blum-Kulka, S. (Eds.) (1993). Interlanguage Pragmatics. Oxford: OUP.pl_PL
dc.referencesKasper, G., and Kellerman, E. (Eds.) (1997). Communication Strategies. London, New York: Addison Wesley Longman Limited.pl_PL
dc.referencesKerry, T., and Wilding, M. (2004). Effective classroom teacher: Developing the skills you need in the classroom. Pearson Education Limited.pl_PL
dc.referencesKiełkiewicz-Janowiak, A. (2012). Narratives in intergenerational communication: Collaborating with the other. PSiCL, 48, 77-101.pl_PL
dc.referencesKihlstrom, J. F., & Cantor, N. (1984). Mental representations of the self. In L. Berkowitz (Ed.), Advances in experimental social psychology. Vol. 17. New York: Academic Press.pl_PL
dc.referencesKim, Y. Y. (2001). Becoming intercultural: An integrative theory of communication and crosscultural adaptation. Thousand Oaks, CA: Sage Publications.pl_PL
dc.referencesKintsch, W. (1998). Comprehension: a paradigm for cognition. New York: Cambridge University Press.pl_PL
dc.referencesKirk, J. and Wall, C. (2010). Resilience and loss in work identities: a narrative analysis of some retired teachers’ work-life histories. British Educational Research Journal, 36(4), 627-641.pl_PL
dc.referencesKirpal, S. (2004). Researching work identities in a European context. Career Development International 9, 3: 199-221.pl_PL
dc.referencesKleiser, G. (2005). Dictionary of proverbs.New Delhi: APH Publishing Company.pl_PL
dc.referencesKorobov, N., and Bamberg, M. (2004). Development as micro-genetic positioning. British Journal of Developmental Psychology, 22, 521–553.pl_PL
dc.referencesKorobov, N., and Bamberg, M. (2007). “Strip Poker! They don't show nothing”: Positioning identities in adolescent male talk about a television game show. In A. De Fina, M. Bamberg, and D. Schiffrin (Eds.), Selves and identities in narrative. Cambridge: CUP, pp. 253-272.pl_PL
dc.referencesKramsch, C. (2009). The multilingual subject. What language learners say about their experience and why it matters.Oxford: Oxford University Press.pl_PL
dc.referencesKravchenko, A., V. (2010). Native speakers, mother tongues and other objects of wonder. Language Sciences, 32, 677-685.pl_PL
dc.referencesKumaravadivelu, B. (2006). Understanding language teaching: from method to postmethod. Lawrence Erlbaum Associates, Inc.pl_PL
dc.referencesKurzban, R., & Aktipis, C. A. (2007). Modularity and the social mind: Are psychologists too selfish? Personality and Social Psychology Review, 11, 131-149.pl_PL
dc.referencesKwiatkowska, H. (1997). Edukacja nauczycieli. Konteksty-kategorie-praktyki. Warszawa: Instytut Badań Edukacyjnych.pl_PL
dc.referencesKwiatkowska, H. (2005). Tożsamość nauczycieli. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.pl_PL
dc.referencesLabov, W. (1966). The social stratification of English in New York City. Washington DC: Center for Applied Linguistics.pl_PL
dc.referencesLabov, W. (1972). The transformation of experience in narrative syntax. In W. Labov (Ed.), Language in the inner city: Studies in the Black English vernacular. Philadelphia: University of Pennsylvania Press, pp. 354–396.pl_PL
dc.referencesLabov, W. (1997) Some further steps in narrative analysis. In M. Bamberg (Ed.), Oral versions of personal experience: Three decades of narrative analysis. Journal of Narrative and Life History, Vol. 7, 1–4, 3950415.pl_PL
dc.referencesLabov, W. and Waletzky, J. (1967/1997). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal and visual arts. Seattle/London:University of Washington Press. pp. 12–44. (Reprinted in Journal of Narrative and Life History, 7/97, 3-38).pl_PL
dc.referencesLakoff, G. (1992). Multiple selves: the metaphorical models of the self inherent in our conceptual system. Paper presented at a conference of the Mellon Colloquium on the self at the Emory cognition project. The conceptual self in context. Emory: University of Atlanta Press.pl_PL
dc.referencesLakoff, R. (1975). Language and woman’s place. New York: Harper & Row.pl_PL
dc.referencesLakoff, G. and Johnson, M., (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic Books.pl_PL
dc.referencesLandau, M. J., Vess, M., Arndt, J., Rothschild, Z. K., Sullivan, D., & Atchley, R. A. (2011). Embodied metaphor and the “true” self: Priming entity expansion and protection influences intrinsic self-expressions in self-perceptions and interpersonal behavior. Journal of Experimental Social Psychology, 47, 79-87.pl_PL
dc.referencesLangacker, R. (1990). Concept, image, symbol. Berlin: Mouton.pl_PL
dc.referencesLarsen, D. N., and. Smalley, W. A (1972). Becoming bilingual: A guide to language learning. New Canaan, Conn.: Practical Anthropology.pl_PL
dc.referencesLarsen-Freeman, D. (2010). Having and doing: Learning from a Complexity Theory perspective. In P. Seedhouse, S. Walsh, and C. Jenks (Eds.), pp. 52-69.pl_PL
dc.referencesLarsen-Freeman, D. (2011). A Complexity Theory approach to second language development/ acquisition. In D. Atkinson, (Ed.), Alternative approaches to second language acquisition. Routledge, pp. 48-72.pl_PL
dc.referencesLarsen, M. (2010). Troubling the discourse of teacher centrality: A comparative perspective. Journal of Education Policy, 25, (2), 207-231.pl_PL
dc.referencesLassen, I. (2009). Stereotyping gender Discursive constructions of social identities in a Danish bank. In D. Majstorovic and I. Lassen (Eds.), Living with Patriarchy: discursive constructions of gender across cultures. Amsterdam and Philadelphia: John Benjamins.pl_PL
dc.referencesLauriala, A., and Kukkonen, M. (2005). Teacher and student identities as situated cognitions. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities. Oxford: Routledge, pp. 199–208.pl_PL
dc.referencesLave, J., and Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: CUP.pl_PL
dc.referencesLayder, D. (2004). Social and personal identity. London: Sage.pl_PL
dc.referencesLeary, M., R. & Tangeney, J., P. (2003). Handbook of self and identity. New York: The Guliford Press.pl_PL
dc.referencesLeavy, A.M., McSorley, F.A., & Bote, L.A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education, 23(7), 1217–1233.pl_PL
dc.referencesLegukte, M. and Thomas, (H. 1991). Process and experience in the language classroom. Harlow: Longman.pl_PL
dc.referencesLevinson, S. C. (1979). Activity types and language. Linguistics, 17(5-6), 365-399.pl_PL
dc.referencesLevitin, D. (Ed.) (2002). Foundations of Cognitive Psychology: Core readings. Cambridge, Mass: A Bradford Book.pl_PL
dc.referencesLewandowska-Tomaszczyk, B. and Tomaszczyk, J. (2012). We in the Union: A Polish perspective on identity. In: P. Bayley and G. Williams (Eds.), European identity: What the media say. Oxford: Oxford University Press, pp. 224-257.pl_PL
dc.referencesLinde, C. (1993). Life stories: The creation of coherence. Oxford: OUP.pl_PL
dc.referencesLinehan, C., & McCarthy, J. (2000). Positioning in practice: Understanding participation in the social world. Journal for the Theory of Social Behaviour, 30, 435-453.pl_PL
dc.referencesLocke, J. ([1690] 1999). An Essay Concerning Human Understanding. In the Pennsylvania State University, Electronic Classics Series, J. Manis (Ed.), Hazleton: The Pennsylvania State University.pl_PL
dc.referencesLöfström, E., Poom-Valickis, K., Hannula, M. S., and Mathews, S. (2010). Supporting emerging teacher identities: can we identify teacher potential among students? European Journal of Teacher Education Vol. 33, No. 2, 167-184.pl_PL
dc.referencesLortie, D. C. (1975). Schoolteacher. Chicago: Chicago University Press.pl_PL
dc.referencesLoughran, J. (2010). What expert teachers do. Enhancing professional knowledge for classroom practice. Allen and Unwin.pl_PL
dc.referencesLoughran, J. J. and Northfield, J. R. (1996). Opening the classroom door: Teacher, researcher, learner. London: Falmer Press.pl_PL
dc.referencesMacIntyre, A. (1977). Epistemological Crises, Dramatic Narrative, and the Philosophy of Science. The Monist, 60(4), 453-472.pl_PL
dc.referencesMacLure, M. (1993). Mundane Autobiography: some thoughts on self-talk in research contexts. British Journal of Sociology in Education, 14(4), 373-384.pl_PL
dc.referencesMalt, B., C., and Smith E. E. (1982). The role of familiarity in determining typicality. Memory and Cognition, 10, 69-75.pl_PL
dc.referencesMarkus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35, 63-78.pl_PL
dc.referencesMarkus, H, and Herzog, A. R. (1991). The role of the self-concept in aging. Annual Review of Gerontology and Geriatrics, 11, 111–143.pl_PL
dc.referencesMarkus, H., and Kunda, Z. (1986). Stability and malleability in the self-concept in the perception of others. Journal of Personality and Social Psychology, 51, 1-9.pl_PL
dc.referencesMarkus, H., and Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.pl_PL
dc.referencesMarkus, H., & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A. Pervin (Ed.), Goal concepts in personality and social psychology. Hillsdale, NJ: Lawrence, Erlbaum, pp. 211-241.pl_PL
dc.referencesMarkus, H., and Sentis, K. (1982). The self in social information processing. In J. Suls (Ed.), Social psychological perspectives on the self. Hillsdale, NJ: Erlbaum, pp. 41-70.pl_PL
dc.referencesMarsh, H. W., & Craven, R. G. (2006). Reciprocal effects of selfconcept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163.pl_PL
dc.referencesMathews, G. (2000). Global culture/individual identity: searching for a home in the cultural supermarket. London: Routledge.pl_PL
dc.referencesMcConnell, A. R. (2011). The multiple self-aspects framework: Self-concept representation and its implications. Personality and Social Psychology Review, 15(1), 3-27.pl_PL
dc.referencesMcConnell, A. R., Sherman, S. J., & Hamilton, D. L. (1994). Online and memory-based aspects of individual and group target judgments. Journal of Personality and Social Psychology, 67, 173-185.pl_PL
dc.referencesMcCutcheon, G. (1995). Developing the curriculum: Solo and group deliberation. White Plains, NY: Longman Publishers.pl_PL
dc.referencesMcGregor, J. (2003). Making spaces: Teacher workplace topologies. Pedagogy, Culture & Society, 11(3), 353-377.pl_PL
dc.referencesMcNamara, T. (1997). Theorizing social identity. TESOL Quaterly, 31(3), 561-567.pl_PL
dc.referencesMcNay, L. (1999). Gender, habitus and the field. Theory, Culture & Society 16(1): 95-117.pl_PL
dc.referencesMead, G. (1934). Mind, self and society. Chicago: The University of Chicago Press.pl_PL
dc.referencesMedgyes, P. (1994). Non-natives in ELT. London: Macmillan.pl_PL
dc.referencesMehan, H. (1994). The role of discourse in learning, schooling, and reform. In B. McLeod (Ed.), Language and learning: Educating linguistically diverse students. Albany, NY: State University of New York Press, pp. 71-96.pl_PL
dc.referencesMichońska-Stadnik, A., and Wąsik Z. (Eds.) (2008). Nowe spojrzenia na motywację w dydaktyce języków obcych. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu.pl_PL
dc.referencesMiddleton, D. (1998). Talking work: argument, common knowledge, and improvisation in teamwork. In Y. Engeström, and D. Middleton (Eds), Cognition and communication at work. Cambridge: CUP.pl_PL
dc.referencesMiller Marsh, M. (2002). Examining the discourses that shape our teacher identities. Curriculum Inquiry, 32(4), 453-469.pl_PL
dc.referencesMiller, J. (1999). Becoming audible: social identity and second language use. Journal of Intercultural Studies, 20 (2), 749-165.pl_PL
dc.referencesMiller, J. (2009). Teacher identity. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education. Cambridge: CUP, pp. 172-181.pl_PL
dc.referencesMishler, E. G. (1999). Storylines: Craft artists’ narratives of identity. Cambridge, MA: Harvard University Press.pl_PL
dc.referencesMitchell, C., and Weber, S. (1999). Reinventing ourselves as teachers: Beyond nostalgia. London: Routledge Falmer.pl_PL
dc.referencesMok, Y. F. (2005). Teacher concerns and teacher life stages. Research in Education, 73, 53-72.pl_PL
dc.referencesMoore, E. (2010). Communities of practice and peripherality. In C. Llamas and D. Watt (Eds.), Language and identities. Edinburgh: Edinburgh University Press, pp. 123-133.pl_PL
dc.referencesMorgan, B. (2004). Teacher identity as pedagogy: Towards a field internal conceptualisation in bilingual and second language education. Bilingual Education and Bilingualism, 7(2&3), 172-188.pl_PL
dc.referencesMumby, D. K. (1988). Communication and power in organizations: Discourse, ideology, and domination. Greenwood Publishing Group, Incorporated.pl_PL
dc.referencesMurphy, G. L. (2002). The big book of concepts. Cambridge, MA: MIT Press.pl_PL
dc.referencesMuthukumar, (Laxman, K.) (2007). The mighty, blowing wind always rests in ethereal space: The role of teachers in new learning paradigms. Pedagogy, Culture and Society, 5(3), 386-396.pl_PL
dc.referencesNeisser, U. (1988). Five kinds of self-knowledge. Philosophical Psychology, 1(1), 35-59.pl_PL
dc.referencesNeisser, U. (1993). The perceived self: Ecological and interpersonal sources of self-knowledge. New York, NY: Cambridge University Press.pl_PL
dc.referencesNias, J. (1986). Teacher socialisation: The individual in the system. Victoria: Deakin University Press.pl_PL
dc.referencesNias, J. (1989). Primary teachers talking: A study of teaching as work. London & New York: Routledge.pl_PL
dc.referencesNiedenthal, P. M., Cantor, N., & Kihlstrom, J. F. (1985). Prototype matching: A strategy for social decision making. Journal of Personality and Social Psychology, 48, 575–584.pl_PL
dc.referencesNorton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29 (7), 9-31.pl_PL
dc.referencesNorton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.pl_PL
dc.referencesNorton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. London: Longman.pl_PL
dc.referencesNorton, B. (2001). Non-participation, imagined communities and the language classroom. In M. Breen (Ed.), Learner contributions to language learning: New directions in research. London: Pearson Education, pp. 159-71.pl_PL
dc.referencesNorton, B., McKinney, C. (2011). An identity approach to second language acquisition. In D. Atkinson, (Ed.), Alternative approaches to second language acquisition. London: Routledge, pp.73-94.pl_PL
dc.referencesNúñez,R., E. (1999). Could the future taste purple? Reclaiming mind, body and cognition. Journal of Consciousness Studies, 6,11-12, 41-60.pl_PL
dc.referencesOchs, E. (1992). Indexing gender. In A. Duranti and C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon. Cambridge: CUP, pp. 335-358.pl_PL
dc.referencesOchs, E. and Capps, L. (2001). Living narrative: Creating lives in everyday storytelling. Cambridge,. MA: Harvard University Press.pl_PL
dc.referencesO’Connor, K., E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education 24, 117–126.pl_PL
dc.referencesO’Connor, M.C., Michaels, S. (1996). Shifting participant frameworks: orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Child discourse and social learning. Cambridge: CUP, pp. 63-102.pl_PL
dc.referencesOgilvie, D.M. (1987). Life satisfaction and identity structure in late middle-aged men and women. Psychology and Aging, 2, 217-224.pl_PL
dc.referencesOhta, A. S. (2010). Limitations of social interaction in second language acquisition: Learners’ inaudible voices and mediation in the zone of proximal development. In P. Seedhouse, Walsh, S. and Jenks, C. (Eds.), Conceptualising ‘Learning’ in Applied Linguistics. Palgrave Macmillan.pl_PL
dc.referencesOmoniyi, T. (2006). Hierarchy of identities. In T. Omoniyi and G. White (Eds.), The Sociolinguistics of Identity. London: Routledge, pp. 11-33.pl_PL
dc.referencesOrland-Barak, L. (2010). Lost in translation: Mentors learning to participate in competing discourses of practice. In O. Kwo (Ed.), Teachers as learners. Critical discourse on challenges and opportunities. Series: CERC Studies in Comparative Education, Vol. 26. Hong Kong: Springer, pp. 179-198.pl_PL
dc.referencesOrtner, S. (2005). Subjectivity and cultural critique. Anthropological Theory, 5 (1), 31-52.pl_PL
dc.referencesOrtony, A., Vondruska, R., Voss, M., & Jones. L. (1985). Salience, similes, and the asymmetry of similarity. Journal of Memory and Language, 24, 569-594.pl_PL
dc.referencesOttesen, E. (2007). Teachers “in the making”: building accounts of teaching. Teaching and Teacher Education 23(5), 612-623.pl_PL
dc.referencesOuellette, J. A., Hessling, R., Gibbons, F. X., Reis-Bergan, M., and Gerrard, M. (2005). Using images to increase exercise behavior: Prototypes versus possible selves. Personality and Social Psychology Bulletin, 31, 610-620.pl_PL
dc.referencesOxford English Dictionary (2002). Oxford: OUP.pl_PL
dc.referencesOyserman, D., & Fryberg, S. (2006). The possible selves of diverse adolescents: Content and function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research, and application. Huntington, NY: Nova.pl_PL
dc.referencesPalincsar, A.S., and Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.pl_PL
dc.referencesPalmer, P. J. (1998). The courage to teach. San Francisco: Jossey-Bass.pl_PL
dc.referencesPavlenko, A. (2003). Eyewitness memory in late bilinguals: evidence for discursive relativity. The International Journal of Bilingualism, 7, 3, 257-281.pl_PL
dc.referencesPavlenko, A. (2006). Bilingual selves. In A. Pavlenko (Ed.), Bilingual minds: Emotional experience, expression, and representation. Clevedon, UK: Multilingual Matters, pp. 1-33.pl_PL
dc.referencesPavlenko, A. and A. Blackledge (Eds.) (2004) Negotiation of identities in multilingual contexts. Clevedon: Multilingual Matters.pl_PL
dc.referencesPavlenko, A. and Norton, B. (2007). Imagined communities, identity, and English language learning. In J. Cummins, and C. Davison (Eds.), International Handbook of English Language Teaching. Dordrecht, Netherlands: Springer, pp. 669-680.pl_PL
dc.referencesPawelczyk, J. (2010). Talk as therapy. Linguistic investigations in psychotherapy. Poznań: Instytut Filologii Angielskiej UAM.pl_PL
dc.referencesPawelczyk, J. (2012). “No stories, no self”: Co-constructing personal narratives in the psychotherapy session. PSiCL, 48, 1-21.pl_PL
dc.referencesPennington, M. C. (1999a). Bringing of-stage ‘noise’ to centre stage: A lesson in developing bilingual classroom discourse data. Language Teaching Research 3, 85-116.pl_PL
dc.referencesPennington, M. C. (1999b). Framing bilingual classroom discourse: Lessons from Hong Kong secondary school English classes. International Journal of Bilingual Education and Bilingualism, 2, 53-73.pl_PL
dc.referencesPennington, M. C. (2002). Examining classroom discourse frames: An approach to raising language teachers’ awareness of and planning for language use. In H. Trappes-Lomax & F. Gibson (Eds.), Language in language teacher education. Amsterdam: John Benjamins.pl_PL
dc.referencesPennycook, A. (2001). Critical Applied Linguistics: A critical introduction. New Jersey: Lawrence Erlbaum Associates.pl_PL
dc.referencesPennycook, A. (2007). Global Englishes and transcultural flows. London and New York: Routledge.pl_PL
dc.referencesPolanyi, L. (1985). Telling the American story: A structural and cultural analysis of conversational storytelling. Norwood, NJ: Ablex.pl_PL
dc.referencesPoulson, L. (2001). Paradigm lost? Subject knowledge, primary teachers and education policy. British Journal of Educational Studies, 49(1), 40-55.pl_PL
dc.referencesPowell, L. (2000). Realising the value of self-assessment: The influence of the Business Excellence Model on teacher professionalism. European Journal of Teacher Education, 23(1) 37-48.pl_PL
dc.referencesPressley, M., and McCormick, C. (1995). Cognition, teaching, and assessment. New York: Harper Collins.pl_PL
dc.referencesReynolds, C. (1996). Cultural scripts for teachers: Identities and their relation to workplace landscapes. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge. London: Falmer Press, pp. 69–77.pl_PL
dc.referencesReynolds, J. and Wetherell, M. (2003). The discursive climate of singleness: The consequences for women’s negotiation of a single identity. Feminism and Psychology, 13(4), 489–510.pl_PL
dc.referencesRibeiro, B. T. (2006). Footing, positioning, voice. Are we talking about the same things? In A. De Fina, D. Schiffrin, and M. Bamberg (Eds.), pp. 48-82.pl_PL
dc.referencesRicoeur, P. (1981). Hermeneutics and the Human Sciences: Essays on Language, Action and Interpretation. In J. B. Thompson (Ed.), (Trans.), Cambridge: Cambridge University Press.pl_PL
dc.referencesRicoeur, P. (2007). Narrative time. In W. J. T. Mitchell (Ed.), On narrative. Chicago: University of Chicago Press.pl_PL
dc.referencesRiley, A., and Burke, P. J. (1995). Identities and self-verification in the small group. Social Psychology Quarterly, 58, 61-73.pl_PL
dc.referencesRitchie, W. C., and Bhatia, T. K. (Eds.) (1996). Second language acquisition: Introduction, foundations, and overview.In Handbook of second language acquisition. San Diego:Academic Press, Inc.pl_PL
dc.referencesRodgers, C., and Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre and K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts. New York: Routledge, pp. 732-755.pl_PL
dc.referencesRosch, E. (1973). Natural categories. Cognitive Psychologist, 4, 328-350.pl_PL
dc.referencesRosch, E. (1978). Principles of categorisation. In: E. Rosch and B. Lloyd (Eds.), Cognition and Categorisation. Hillsdale, N.J.: Erlbaum Associates, 27-48.pl_PL
dc.referencesRosch, E. (2002). Principles of categorisation. In D. J. Levitin (ed.) Foundations of cognitive psychology. Core readings. Bradford Book, pp. 251-270.pl_PL
dc.referencesRosch, E. and Mervis, C. B. (1975). Family resemblances : studies in the internal structure of categories. Cognitive Psychology, 7, 573-605.pl_PL
dc.referencesRoth, W. M. (2010). Language, learning, context: Talking the talk. London: Routledge.pl_PL
dc.referencesRyff, C. D. (1989). Beyond Ponce de Leon and life satisfaction: New directions in the quest of successful aging. International Journal of Development, 12,35-55.pl_PL
dc.referencesSachs, J. (2003). The activist teaching profession. Buckingham, Open University Press.pl_PL
dc.referencesSacks, H. (1972a). On the analyzability of stories by children. In J. Gumperz and D. Hymes (Eds.), Directions in Sociolinguistics: The ethnography of communication. New York: Holt, Rinehart and Winston, pp.325-45.pl_PL
dc.referencesSacks, H. (1972b). An initial investigation of the usability of conversational data for doing sociology. In D. Sudnow (Ed.), Studies in social interaction. New York: Free Press, pp.31-74.pl_PL
dc.referencesSacks, H. (1974). An analysis of the course of a joke’s telling in conversation. In R. Bauman and J. Sherzer (Eds.), Explorations in the ethnography of speaking. Cambridge University Press, pp. 337-353.pl_PL
dc.referencesSacks, H. (1984) Notes on methodology. In J. M. Atkinson and J. Heritage (Eds.), Structures of social action: Studies in Conversational Analysis. Cambridge: CUP, pp. 21-27.pl_PL
dc.referencesSacks, H. (1992) Lectures on conversation. Oxford: Blackwell.pl_PL
dc.referencesSacks, H. (1995) Lectures on conversation. Oxford: Basil Blackwell.pl_PL
dc.referencesSacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735.pl_PL
dc.referencesSacks, O. (1985/2007). The man who mistook his wife for a hat. London: Duckworth; New York: Summit Books.pl_PL
dc.referencesSaussure, F. ([1916]1983). Course in General Linguistics. Open Court Publishing.pl_PL
dc.referencesSchachter, J. (1983). A new account of language transfer. In S. M. Gass and L. Selinker (Eds.), Language transfer in language learning. Rowley, MA: Newbury House, pp. 98-111.pl_PL
dc.referencesSchegloff, E. (1991). Conversation Analysis and socially shared cognition. In L. Resnick, J. Levine and S. Teasley (Eds.), Perspectives on Socially Shared Cognition. Washington, D.C.: American Psychological Association, pp. 150-171.pl_PL
dc.referencesSchegloff, E. (1991). Reflections on talk and social Structure. In D. Boden and D. Zimmerman (Eds.), Talk and social structure. Cambridge: Polity Press, pp. 44-70.pl_PL
dc.referencesSchegloff, E. (1992). Introduction. In G. Jefferson (Ed.), Harvey Sacks: Lectures on conversation, Volume 1 Oxford: Basil Blackwell, pp. ix-lxii.pl_PL
dc.referencesSchegloff, E. (1992). Introduction. In G. Jefferson (Ed.), Harvey Sacks: Lectures on conversation, Volume 2 Oxford: Basil Blackwell, pp. ix-lii.pl_PL
dc.referencesSchegloff, E. (1992). On talk and its institutional occasions, In P. Drew and J.C. Heritage (Eds.), Talk at work. Cambridge: Cambridge University Press, pp. 101-134.pl_PL
dc.referencesSchiffrin, D. (1994). Approaches to discourse. Oxford: Blackwell.pl_PL
dc.referencesSchiffrin, D. (1996) Interactional sociolinguistics. In S. L. McCay, and N. H. Hornberger (Eds.), Sociolinguistics and language teaching. CUP. 307-328.pl_PL
dc.referencesSchön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.pl_PL
dc.referencesSchumann, J. H. (1975). Affective factors and the problem of age in second language acquisition. Language Learning, 25, 1, 209-35.pl_PL
dc.referencesScollon, R. and Scollon, S. W. (2001). Intercultural communication. A discourse approach (2nd ed.). Oxford: Blackwell.pl_PL
dc.referencesSedikides, C., & Brewer, M. B. (Eds.). (2001). Individual self, relational self, collective self. Philadelphia, PA: Psychology Press.pl_PL
dc.referencesSeedhouse, P., Walsh, S. and Jenks, C. (Eds.) (2010). Conceptualising ‘learning’ in Applied Linguistics. Palgrave Macmillan.pl_PL
dc.referencesSeligman, M. E. P. (1993). Optymizmu można się nauczyć: jak zmienić swoje myślenie i swoje życie. Poznań: Media Rodzina.pl_PL
dc.referencesSelinker, L., and Douglas, D. (1985). Wrestling with ‘context’ in interlanguage theory. Applied Linguistics, 6, 190-204.pl_PL
dc.referencesSelinker, L., and Douglas, D. (Eds.) (1987). Interlanguage [Special issue]. English for Specific Purposes, 6(1).pl_PL
dc.referencesSelinker, L. (Ed.) (1989). Variation in second language acquisition (Vol. 1): Discourse and pragmatics. In S. Gass, C. Madden, D. Preston and L. Selinker Variation in second language acquisition. Clevedon: Multilingual Matters, pp. 211-227.pl_PL
dc.referencesSergiovanni, T.J., & Starratt, R.J. (1979). Supervision: Human perspectives. New York: McGraw-Hill.pl_PL
dc.referencesSfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(4), 4-13.pl_PL
dc.referencesSfard, A. and Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.pl_PL
dc.referencesShilling, C., and Mellor, P. A. (1996). Embodiment, structuration theory and modernity: Mind/body dualism and the repression of sensuality. Body and Society, 2(4), 1-15.pl_PL
dc.referencesShoemaker, S. (1994). Self-knowledge and “inner-sense”: Lecture 1: The object perception model. Philosophy and Phenomenological Research, 54(2), 249-269.pl_PL
dc.referencesShotter, J. (1984). Social accountability and selfhood. Oxford: Basil Blackwell.pl_PL
dc.referencesShulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15, 4–14.pl_PL
dc.referencesShulman, L. S., & Elstein, A. S. (1975). Studies of problem solving, judgment and decisionmaking: Implications for educational research. In F. Kerlinger (Ed.), Review of research in education, vol. 3. Itaska, Ill.: F. E. Peacock.pl_PL
dc.referencesShultz, J., Florio, S., and Erickson, F. (1982). Where’s the floor?: Aspects of the cultural organization of social relationships in communication at home and at school. In P. Gilmore and A. Glatthorn (Eds.), Ethnography and education: Children in and out of school. Washington, DC: Center for Applied Linguistics, pp. 88-123.pl_PL
dc.referencesSilliman, E.R., and Wilkinson, L.C. (1994). Discourse scaffolds for classroom intervention. In G.P. Wallach and K.G. Butler (Eds.), Language learning disabilities in school-age children and adolescents. Boston, MA: Allyn and Bacon, pp. 27-54.pl_PL
dc.referencesSilverstein, M. (1976). Shifters, linguistic categories, and cultural description. In K.H. Basso and H.A. Selby (Eds), Meaning in Anthropology. Albuquerque: University of New Mexico Press, pp. 11-55.pl_PL
dc.referencesSilverstein, M. (1985). Language and the culture of gender: At the intersection of structure, usage, and ideology. In E. Mertz and R.J. Parmentier (Eds.), Semiotic mediation: Sociocultural and psychological perspectives. Orlando, FL: Academic Press, pp. 219–59.pl_PL
dc.referencesSimon, H.A. (1995). Machine as mind. In K.M., Ford, C. Glymour, and P.J. Hayes (Eds.), Android epistemology. Cambridge, MA: MIT Press, pp. 23-40.pl_PL
dc.referencesSinclair, J. H. and D. Brazil (1982). Teacher talk. Oxford: Oxford University Press.pl_PL
dc.referencesSinclair, J., and Coulthard, M. (1975). Towards an analysis of discourse. Oxford: Oxford University Press.pl_PL
dc.referencesSlobin, D. (1996). From “thought and language” to “thinking for speaking.” In J. Gumperz and S. Levinson (Eds.), Rethinking linguistic relativity. New York: Cambridge University Press, pp. 70-96.pl_PL
dc.referencesSmagorinsky, P., Cook, L.S., Moore, C., Jackson, A.Y. & Fry, P.G. (2004). Tensions in learning to teach. Journal of Teacher Education, 55, 1, 8-24.pl_PL
dc.referencesSpolsky, B. (1999). Second-language learning. In J. Fishman (Ed.), Handbook of language and ethnic identity. Oxford: Oxford University Press, pp. 181-192.pl_PL
dc.referencesSprinthall, N. A., Reiman, A. J., & Thies-Sprinthall, L. (1996). Teacher professional development. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed.). New York: Macmillan, pp. 666-703.pl_PL
dc.referencesSternberg, R. J., and Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 9–17.pl_PL
dc.referencesStetsenko, A., and Arievitch, I. M. (2004). The self in cultural-historical activity theory. Reclaiming the unity of social and individual dimensions of human development. Theory and Psychology, 14(4), 475-503.pl_PL
dc.referencesSticchi-Damiani M. (1979). Creating a climate for communication in the classroom. Developments in the training of teachers of English. Milestones in ELT. ELT-05. London: The British Council Printing and Publishing Department, pp. 99-108.pl_PL
dc.referencesStokoe, E. H. (2003). Doing gender, doing categorisation: Recent developments in language and gender research. International Sociolinguistics, 2(1) Online at: http://www.crisaps.org/newsletter/backissue/stokoe_back.pdfpl_PL
dc.referencesStrugielska, A., & Siek-Piskozub, T. (2007). The teaching/learning experience at the university level – a case study in educational discourse. In J. Arabski, D. Gabryś-Barker, A. Łyda (Eds.), pp. 485-498.pl_PL
dc.referencesStryker, S. (1968). Identity salience and role performance. Journal of Marriage and the Family 4, 558-64.pl_PL
dc.referencesStryker, S. (1980). Symbolic Interactionism: A social structural version. Menlo Park: Benjamin Cummings.pl_PL
dc.referencesStryker, S. (1987). The interplay of affect and identity: Exploring the relationships of social structure, social interaction, self, and emotion. Paper presented at Social Psychology Section, American Sociological Association, Chicago.pl_PL
dc.referencesSwain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass and C. G. Madden, (Eds.), Input in second language acquisition. Rowley, MA: Newbury House, pp. 235-253.pl_PL
dc.referencesSzempruch, J. (2010). The school and the teacher in the period of change. Kraków: Impuls.pl_PL
dc.referencesTajfel, H. (1970). Experiments in intergroup discrimination. Scientific American, 223, 96-102.pl_PL
dc.referencesTajfel, H. (1981). Human groups and social categories. Cambridge: Cambridge University Press.pl_PL
dc.referencesTajfel, H. (1982). Social identity and intergroup relations. Cambridge: CUP.pl_PL
dc.referencesTajfel, H. and Turner, J.C. (1979). An integrative theory of intergroup conflict. In W.G. Austin and S. Worchel (Eds.), The Social Psychology of intergroup relations. Monterey, CA: Brooks/Cole, pp. 33–47.pl_PL
dc.referencesTajfel, H. and Turner, J. (1986). The social identity theory of intergroup behaviour. In S. Worchel and W. G. Austin (Eds.), Psychology of intergroup relations. Chicago: Nelson.pl_PL
dc.referencesTallis, R. (2010). Identity and the mind. In G. Walker and E. Leedham-Green (Eds.), Identity (Darwin College Lectures). Cambridge: Cambridge University Press, pp.184-207.pl_PL
dc.referencesTannen, D. (1990). You just don’t understand. New York: Morrow.pl_PL
dc.referencesTargońska, J. (2008). Nauczyciel jako czynnik motywujący? In A. Michońska-Stadnik, and Z. Wąsik (Eds.), Nowe spojrzenia na motywację w dydaktyce języków obcych. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu, pp. 227-238.pl_PL
dc.referencesTaylor, C. (1989). Sources of the self: The making of modern identity. Cambridge, MA: Harvard University Press.pl_PL
dc.referencesTaylor, J. (1989). Linguistic categorisation: Prototypes in linguistics theory (1st ed.). Oxford: Clarendon.pl_PL
dc.referencesTaylor, J. (2003). Linguistic categorisation: Prototypes in linguistics theory (3rd ed.). Oxford: Clarendon.pl_PL
dc.referencesTedeschi, J. T. (1990). Self-presentation and social influence: An interactionist perspective. In M. J. Cody and M. L. McLaughlin (Eds.), The psychology of tactical communication. Clevedon: Multilingual Matters.pl_PL
dc.referencesTeubert, W. (2010). Meaning, discourse and society. Cambridge: CUP.pl_PL
dc.referencesThelen, E., Schoner, G., Scheier, C., and Smith, L.B. (2001). The dynamics of embodiment: A field theory of infant perservative reaching. Behavioral and Brain Sciences 24, 1-86.pl_PL
dc.referencesThornborrow, J. & Coates, J. (2005). The sociolinguistics of narrative.Amsterdam: John Benjamins.pl_PL
dc.referencesThorne, A. (2005). Putting the person into social identity. Human Development, 47, 361-365.pl_PL
dc.referencesTing-Toomey, S. (1999). Communicating across cultures. New York: The Guilford Press.pl_PL
dc.referencesTomasello, M. (1999). The cultural origins of human cognition. Harvard University Press.pl_PL
dc.referencesToohey, K. (2000). Learning English at school. Clevedon: Multilingual Matters.pl_PL
dc.referencesTouraine, A. (1995 [1992]) Critique of modernity. Oxford: Blackwell.pl_PL
dc.referencesTracey, D.H., and Morrow, L.M. (1998). Motivating contexts for young children’s literacy development: Implications for word recognition. In J.L. Metsala and L.C. Ehri (Eds.), Word recognition in beginning literacy. Mahwah, NJ: Erlbaum, pp. 341-356.pl_PL
dc.referencesTrelak, J. and Mystkowski, M. (2010). Optymizm a wypalenie zawodowe nauczycieli. Studia Psychologica UKSW, 10, 153-178.pl_PL
dc.referencesTriandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96, 506-520.pl_PL
dc.referencesTschannen-Moran, M., and MacFarlane, B. (2011). Teacher self-efficacy in the English language arts classroom. In D. Lapp and D. Fiher (Eds.), Handbook of research on teaching the English language arts (3rd edition). London: Taylor & Francis, pp. 218-223.pl_PL
dc.referencesTsui, Amy B. M. 2009. Teaching expertise: Approaches, perspectives and characteristics. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education. Cambridge: CUP, pp. 190-97.pl_PL
dc.referencesTudor, I. (1996). Learner-centredness as language education. Cambridge: CUP.pl_PL
dc.referencesTurner, B. S. (1992). Regulating bodies. London: Routledge.pl_PL
dc.referencesTurner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., and Wetherell, M. S. (1987). Rediscovering the social group: A self-categorisation theory. Oxford: Blackwell.pl_PL
dc.referencesTurner, J. C., Oakes, P. J., Haslam, S. A., & McGarty, C. (1994). Self and collective: Cognition and social context. Personality and Social Psychology Bulletin, 20, 454-463.pl_PL
dc.referencesTurner, J. C. and Onorato, R. S. (1999). Social identity, personality, and the self-concept: A selfcategorisation perspective. In T. R. Tyler, R. M. Kramer, and O.P. John (Eds.), The Psychology of the social self. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 11-46.pl_PL
dc.referencesUrmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17, 112-137.pl_PL
dc.referencesVan Dijk, T. A. (2008). Discourse and context. A sociocognitive approach. Cambridge: Cambridge University Press.pl_PL
dc.referencesVan Huizen, P., Van Oers, B. and Wubbels, T. (2005) A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 267-290.pl_PL
dc.referencesVan Langenhove, L., and Harré, R. (1994). Cultural stereotypes and positioning theory. Journal for the Theory of Social Behaviour 24(4): 359-372.pl_PL
dc.referencesVarela, F.J. (1999). Steps to a science of inter-being: Unfolding the Dharma implicit in modern cognitive science. In G. Watson, S. Batchelor and G. Claxton (Eds.), The Psychology of awakening. Buddhism, science, and our day-to-day lives. London: Rider, pp. 71-89.pl_PL
dc.referencesVarela, F., Thompson, E., Rosch, E. (1991). The embodied mind. Cambridge, MA: MIT Press.pl_PL
dc.referencesVarghese, M. (2006). Bilingual teachers-in-the-making in the urbantown. Journal of Multilingual and Multicultural Development, 27(3), 211-224.pl_PL
dc.referencesVarghese, M, Morgan, B., Johnston, B., and Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.pl_PL
dc.referencesVioli, P. (2008). Beyond the body: Towards a full embodied semiosis. In R. Franck, R. Dirven, T. Ziemke & E. Bernárdez (Eds.), Body, language and min. (volume 2): Sociocultural situatedness. Berlin: Mouton de Gruyter, pp. 53-76.pl_PL
dc.referencesVygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.pl_PL
dc.referencesVygotsky, L.S. (1986). Thought and language. Cambridge MA: MIT Press.pl_PL
dc.referencesWade, C., and Tavris, C. (1993) Critical and creative thinking: The case of love and war. New York, NY: Harper Collins College Publisher.pl_PL
dc.referencesWalkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53–64.pl_PL
dc.referencesWallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.pl_PL
dc.referencesWatson, D.R. (1994). Harvey Sacks’ sociology of mind in action. Review article. Theory Culture and Society, 11(4): 169–86.pl_PL
dc.referencesWeedon, C. (1997). Feminist practice and poststructuralist theory. Oxford: Blackwell.pl_PL
dc.referencesWeedon, C. (2004). Identity and culture: Narratives of difference and belonging. Maidenhead Open University Press.pl_PL
dc.referencesWeick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA. Sage.pl_PL
dc.referencesWells, L., and Stryker, S. (1988). Stability and change in self over the life course. In P. B. Bates, D. L. Featherman, and R. M. Lerner (Eds.), Life-Span Development and Behavior, (vol. 9). Hillsdale, NJ: Lawrence Erlbaum, pp. 191-229.pl_PL
dc.referencesWenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press.pl_PL
dc.referencesWenger, E. (2010). Communities of practice and social learning systems: the career of a concept. In C. Blackmore (Ed.), Social learning systems and communities of practice. Springer Verlag and the Open University.pl_PL
dc.referencesWenger, E., McDermott, R., Snyder, W. M. (2002). Cultivating communities of practice. Harvard Business Press.pl_PL
dc.referencesWerbińska, D. (2010). Language teacher’s ethical dilemmas. Focus on trainee teachers. In A. Biedroń and D. Werbińska (Eds.), Wschód-Zachód. Literature and linguistics: Theory and practice. Słupsk: Wydawnictwo Akademii Pomorskiej, pp. 20-30.pl_PL
dc.referencesWerbińska, D. (2011). Developing into an effective Polish teacher of English. Słupsk: Wydawnictwo Akademii Pomorskiej.pl_PL
dc.referencesWertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge MA: Harvard University Press.pl_PL
dc.referencesWest, C. and Fenstermaker, S. (2002). Accountability in action: The accomplishment of gender, race and class in a University of California Board of Regents, Discourse and Society, 13(4), 537-563.pl_PL
dc.referencesWiddicombe, S. (1998). “But you don't class yourself”. The interactional management of category membership and non-membership. In Ch. Antaki. and S. Widdicombe (Eds.), Identities in talk. London: Sage, pp. 52-70.pl_PL
dc.referencesWiddowson, H. G. (1980). The authenticity of language data in H. G. Widdowson (Ed.), Explorations in Applied Linguistics. Oxford: Oxford University Press.pl_PL
dc.referencesWilliams, M. (1999). Learning teaching: A social constructivist approach - theory and practice or theory with practice? In H. Trappes-Lomax and I. McGrath (Eds.), Theory in language teacher education. Harlow: Longman, pp. 11-20.pl_PL
dc.referencesWillis, J. (2002). Inner and outer: spoken discourse in the language classroom. In M. Coulthard (Ed.), Advances in spoken discourse analysis. London, New York: Routledge, pp. 162-182.pl_PL
dc.referencesWiścicka, E. (2005). Teacher development. Trainee teacher training and development some reflections. In K. Ciepiela (Ed.), Cognition and language. Classical problems - contemporary solutions. Piotrków Trybunalski: Naukowe Wydawnictwo Piotrkowskie, pp. 269-276.pl_PL
dc.referencesWittgenstein, L. (1958). Philosophical investigations, trans. G.E.M. Anscombe. New York: Macmillan.pl_PL
dc.referencesWittgenstein, L. (1978). Philosophical grammar. Oxford: Blackwell.pl_PL
dc.referencesWodak, R. (1997). “I know, we won’t revolutionize the world with it, but..”: Styles of female leadership in institutions. In H. Kotthoff and R. Wodak (Eds.), Communicating gender in context. Amsterdam: John Benjamins, pp. 335-370.pl_PL
dc.referencesWoken, M. D., and Swales, J. (1989). Expertise and authority in native-non-native conversations: The need for a variable account. In S. Gass, C. Madden, D. Preston, & L. Selinker (Eds.), Variation in second language acquisition: Psycholinguistic issues. Clevedon: Multilingual Matters, pp. 211-227.pl_PL
dc.referencesWolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. New York: Newbury House.pl_PL
dc.referencesWong, J., and Waring, H.Z. (2010). Conversation analysis and second language pedagogy. New York: Routledge.pl_PL
dc.referencesWoods, P. and Jeffrey, B. (2002). The reconstruction of primary teachers’ identities. British Journal of Sociology of Education, 23(1), 89-106.pl_PL
dc.referencesWoodward, K. (2002). Understanding identity. London: Arnold.pl_PL
dc.referencesWortham, S. (2003). Learning identity: The joint emergence of social identification and academic learning. New York: Cambridge University Press.pl_PL
dc.referencesWright, T. (2002). Doing language awareness: issues for language study in language teacher education. In H. Trappes-Lomax and G.Ferguson (Eds.), Language in language teacher education. Amsterdam; Philadelphia: John Benjamins, pp. 113-130.pl_PL
dc.referencesWysocka, M. (2008). Samoobserwacja, autorefleksja i samoocena jako czynniki (de)motywujące do pracy nauczycieli języków obcych. In A. Michońska-Stadnik, and Z. Wąsik (Eds.), Nowe spojrzenia na motywację w dydaktyce języków obcych. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu, pp. 239-248.pl_PL
dc.referencesYinger, R. & Hendricks-Lee, M. (1993) Working knowledge in teaching. In C. Day, J. Calderhead & P. Denicola (Eds.), Research on teacher thinking: Understanding professional development. London: Falmer Press, pp. 100-123.pl_PL
dc.referencesZavala, M. V. (2000). Puerto Rican identity: What’s language got to do with it? In S. Nieto (Ed.), Puerto Rican students in U.S. schools. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 115-136.pl_PL
dc.referencesZembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213-238.pl_PL
dc.referencesZobl, H. (1992). Prior linguistic knowledge and the conservatism of the learning procedure: Grammaticality judgments of unilingual and multilingual learners. In S. Gass and L. Selinker (Eds.), Language transfer in language learning. Amsterdam: John Benjamins, pp. 176-196.pl_PL
dc.referencesZuengler, J. (1989). Assessing an interaction-based paradigm: How accommodative should we be? In M. R. Eisenstein (Ed.), The dynamic interlanguage: Empirical studies in second language acquisition. New York: Plenum, pp. 49-67.pl_PL
dc.referencesZuengler, J. (1993). Explaining NNS interactional behavior: The effect of conversational topic. In G. Kasper and S. Blum-Kulka, (Eds.), Interlanguage Pragmatics. Oxford: OUP, pp.184-195.pl_PL
dc.referencesZuengler, J., and Bent, B. (1991). Relative knowledge of content domain: An influence on nativenon- native conversations. Applied Linguistics, 12, 397-415.pl_PL
dc.identifier.doi10.18778/7525-864-6
dc.disciplinepedagogikapl_PL


Pliki tej pozycji

Thumbnail
Nazwa:
license_rdf
Rozmiar:
805bajtów
Format:
application/rdf+xml
Oglądaj/Otwórz
Thumbnail
Nazwa:
okladka.jpg
Rozmiar:
120.5KB
Format:
Obraz JPEG
Opis:
okładka
Oglądaj/Otwórz
Thumbnail
Nazwa:
Ciepiela_EFL_teacher.pdf
Rozmiar:
4.462MB
Format:
PDF
Opis:
Ciepiela_EFL_teacher
Oglądaj/Otwórz

Pozycja umieszczona jest w następujących kolekcjach

Pokaż uproszczony rekord

Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe
Poza zaznaczonymi wyjątkami, licencja tej pozycji opisana jest jako Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe