This book sets out duoethnography as a method of research, reflective practice and a pedagogical approach in English Language Teaching (ELT). The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

This edited book draws on research on identity in language education to present a detailed and multi-faceted study of identity in language learning, teaching and revitalization settings in the context of Japan. It employs a diverse range of theoretical approaches, including poststructuralism, critical realism, cognitive behavioral theory, and complexity theory,, as well as methodologies such as linguistic ethnography, narrative enquiry, and critical multimodal discourse analysis. The authors focus on multiple dimensions of identity, illuminating linguistic, cultural and human complexity as...