Promoting 'Third Space' Identities: A Case Study of the Teaching of Business Japanese

Abstract

This paper argues that the teaching and learning of a foreign language involves students in the construction of their own identities between cultural and linguistic practices. The study looks at the interconnected practices of the content of the textbook, the classroom teaching and teacher¿s ideological stance in relation to students¿ gender identity construction. It examines how all the practices jointly contribute to a foreign language learning experience. In particular, the construction of (gender) identities of the learners explicated through a case study of a Japanese business classroom practice.