BOOK: Rudolph, N., Selvi, A. F. & Yazan, B. (contracted). Attending to the complexity of identity and interaction in language education. Clevedon, UK: Multilingual Matters.
BOOK CHAPTER: Rudolph, N. (invited, forthcoming). Identity as/in Language Policy: Negotiating the Bounds of Equipping “Global Human Resources” in Japanese University-level (Language) Education. In A. Al-Issa & S.A. Mirhosseini (Eds.), Worldwide English Language Education Today: Ideologies, Policies, and Practices (Chapter 7). London, England: Routledge.
EDITED SPECIAL JOURNAL ISSUE: Yazan, B., Rudolph, N., & Selvi, A.F. (forthcoming, 2019). Special issue of International Multilingual Research Journal, entitled, “Borderland negotiations of identity in language education.”
EDITED SPECIAL JOURNAL ISSUE: Rudolph, N., Selvi, A.F. & Yazan, B. (in press, 2019). Destabilizing Critical ‘Assumptions’ Regarding Identity, Experience, (In)equity, and Interaction In ELT (Special Issue). Journal of Language, Identity, and Education, 18(6).
Beyond Native and Nonnative: Translingual Dispositions for More Inclusive Teacher Identity in Language and Literacy Education
Eunjeong Lee and Suresh Canagarajah
Same Language, Different Histories: Developing a “Critical” English Teacher Identity
Julia Menard-Warwick, Enrique David Degollado, Eric Bybee, Katherine Masters, Shannon Kehoe, and Sophia Jin
Walking on Glass: Reconciling Experience and Expectation within Japan
Damian J. Rivers
Academic publishing in English: Exploring linguistic privilege and scholars’ trajectories
Josep Soler Carbonell
Promoting Early Literacy and Student Investment in the African Storybook
Espen Stranger-Johannessen and Bonny Norton
ARTICLE: Rudolph, N., Selvi, A.F. & Yazan, B. (in press). Destabilizing critical “assumptions” in (English) language teaching: An introduction. In N. Rudolph, A.F. Selvi and B. Yazan (Eds.), Special issue of the Journal of Language, Identity and Education, 18(6).
ARTICLE: Rudolph, N., Yazan, B. & Rudolph, J. (2018). Negotiating ‘ares,’ ‘cans,’ and ‘shoulds’ of being and becoming in English language teaching: Two teacher accounts from one Japanese university. Asian Englishes. https://doi.org/10.1080/13488678.2018.1471639
Article: Rudolph, Yazan & Rudolph (2018)
BOOK: Yazan, B., & Rudolph, N. (Eds.). (2018). Criticality, teacher identity, and (in) equity in English language teaching: Issues and implications (Vol. 35). Springer.
Introduction to Edited Volume: Yazan & Rudolph (2018) Intro
BOOK CHAPTER: Rudolph, N. (2018). Essentialization, Idealization, and Apprehensions of Local Language Practice in the Classroom. In B. Yazan & Rudolph, N. (Eds.), Criticality, teacher identity, and (in)equity in ELT: Issues and implications (pp. 275-302). Dordrecht, The Netherlands: Springer.
Book Chapter: Rudolph (2018)
ARTICLE: Rudolph, N. & Rudolph, J. (2018). ELF, “English” language teaching and criticality: Assumptions, tensions and implications. JACET ELF SIG Journal 2(2), 16-29.
Article: Rudolph & Rudolph (2018)
INVITED BOOK REVIEW: Rudolph, N. (2018). Language policy and political issues in education. Critical Inquiry in Language Studies 15(4), 308-310. https://doi.org/10.1080/15427587.2018.1442990
Review: Rudolph (2018) Book Review