Mediating critical friendship through language(s): A plurilingual approach

Cecile Bullock; Shawn M.  Bullock

doi:10.1007/978-981-16-2681-4_8

Mediating critical friendship through language(s): A plurilingual approach

Cecile Bullock^*
, Shawn M. Bullock

^*Corresponding author for this work

Moray House School of Education and Sport

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Abstract

In this chapter we consider the roles that language(s) play(s) in mediating expectations and roles in critical friendship in self-study methodology. Drawing from our multi-year collaborative self-study on language teacher education, we consider examples from our critical friendship in light of theoretical frameworks providing by sociolinguistics on plurilingualism. In so doing, we draw from research not typically considered within the English-speaking academy to contribute to the conceptualisation of critical friendship within self-study methodology in general and language teacher education in particular.

Original language	English
Title of host publication	Learning Through Collaboration in Self-Study
Subtitle of host publication	Critical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice
Editors	Brandon Marshall Butler, Shawn Bullock
Publisher	Springer
Chapter	8
Pages	99–113
Number of pages	15
Edition	1
ISBN (Electronic)	9789811626814
ISBN (Print)	9789811626807
DOIs	https://doi.org/10.1007/978-981-16-2681-4_8
Publication status	E-pub ahead of print - 8 Feb 2022

Publication series

Name	Self-Study of Teaching and Teacher Education Practices
Volume	24

Access to Document

10.1007/978-981-16-2681-4_8

Cite this

Bullock, C., & Bullock, S. M. (2022). Mediating critical friendship through language(s): A plurilingual approach. In B. M. Butler, & S. Bullock (Eds.), Learning Through Collaboration in Self-Study: Critical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice (1 ed., pp. 99–113). (Self-Study of Teaching and Teacher Education Practices; Vol. 24). Springer. Advance online publication. https://doi.org/10.1007/978-981-16-2681-4_8

Bullock, Cecile ; Bullock, Shawn M. . / Mediating critical friendship through language(s) : A plurilingual approach. Learning Through Collaboration in Self-Study: Critical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice. editor / Brandon Marshall Butler ; Shawn Bullock. 1. ed. Springer, 2022. pp. 99–113 (Self-Study of Teaching and Teacher Education Practices).

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title = "Mediating critical friendship through language(s): A plurilingual approach",

abstract = "In this chapter we consider the roles that language(s) play(s) in mediating expectations and roles in critical friendship in self-study methodology. Drawing from our multi-year collaborative self-study on language teacher education, we consider examples from our critical friendship in light of theoretical frameworks providing by sociolinguistics on plurilingualism. In so doing, we draw from research not typically considered within the English-speaking academy to contribute to the conceptualisation of critical friendship within self-study methodology in general and language teacher education in particular.",

author = "Cecile Bullock and Bullock, \{Shawn M.\}",

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series = "Self-Study of Teaching and Teacher Education Practices",

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Bullock, C & Bullock, SM 2022, Mediating critical friendship through language(s): A plurilingual approach. in BM Butler & S Bullock (eds), Learning Through Collaboration in Self-Study: Critical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice. 1 edn, Self-Study of Teaching and Teacher Education Practices, vol. 24, Springer, pp. 99–113. https://doi.org/10.1007/978-981-16-2681-4_8

Mediating critical friendship through language(s): A plurilingual approach. / Bullock, Cecile; Bullock, Shawn M. .
Learning Through Collaboration in Self-Study: Critical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice. ed. / Brandon Marshall Butler; Shawn Bullock. 1. ed. Springer, 2022. p. 99–113 (Self-Study of Teaching and Teacher Education Practices; Vol. 24).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

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AU - Bullock, Shawn M.

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N2 - In this chapter we consider the roles that language(s) play(s) in mediating expectations and roles in critical friendship in self-study methodology. Drawing from our multi-year collaborative self-study on language teacher education, we consider examples from our critical friendship in light of theoretical frameworks providing by sociolinguistics on plurilingualism. In so doing, we draw from research not typically considered within the English-speaking academy to contribute to the conceptualisation of critical friendship within self-study methodology in general and language teacher education in particular.

AB - In this chapter we consider the roles that language(s) play(s) in mediating expectations and roles in critical friendship in self-study methodology. Drawing from our multi-year collaborative self-study on language teacher education, we consider examples from our critical friendship in light of theoretical frameworks providing by sociolinguistics on plurilingualism. In so doing, we draw from research not typically considered within the English-speaking academy to contribute to the conceptualisation of critical friendship within self-study methodology in general and language teacher education in particular.

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Bullock C, Bullock SM. Mediating critical friendship through language(s): A plurilingual approach. In Butler BM, Bullock S, editors, Learning Through Collaboration in Self-Study: Critical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice. 1 ed. Springer. 2022. p. 99–113. (Self-Study of Teaching and Teacher Education Practices). Epub 2022 Feb 8. doi: 10.1007/978-981-16-2681-4_8

Mediating critical friendship through language(s): A plurilingual approach

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