Relevant bibliographies by topics / Language Teacher Identity

Academic literature on the topic 'Language Teacher Identity'

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Published: 2 September 2024

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Journal articles on the topic "Language Teacher Identity"

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Kayi-Aydar, Hayriye. "Language teacher identity." Language Teaching 52, no. 3 (July 2019): 281–95. http://dx.doi.org/10.1017/s0261444819000223.

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The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).
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Silva, Victoria Oliveira da, and Larissa Dantas Rodrigues Borges. "Language Teacher Identity Formation." Revista Linguagem em Foco 13, no. 1 (June 4, 2021): 381–402. http://dx.doi.org/10.46230/2674-8266-13-5191.

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Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study ­and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.
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Barkuizen, Gary. "Language Teacher Mindset and Teacher Identity." Language Teacher 47, no. 5 (September 1, 2023): 6–7. http://dx.doi.org/10.37546/jalttlt47.5-1.

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Teacher identity refers to how teachers see themselves as teachers and how others see them as teachers. A teacher growth mindset refers to a teacher’s belief system that sees professional learning as a possibility, even in the face of challenges and disruptions. In this presentation, I outline what teacher identity means, and why it is important for teachers to know about their changing identities in the contexts in which they work. I also suggest narrative ways of exploring those identities – that is, to generate and understand teachers’ identity stories. I then briefly describe what mindsets are and share several stories told by teachers and teacher educators that reveal how their identities and their mindsets interconnect. I show how this interconnection does not always reveal a growth mindset or a belief in learning. To try to explain this situation, I present a professional development framework consisting of a number of interrelated mindset continua that aims to achieve, through teacher narrative inquiry, some sort of equilibrium or stability in the lives of hard-working teachers.
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Dimitrieska, Vesna. "Language Teacher Identity in TESOL, Teacher Education and Practice as Identity Work." International Journal of Literacy, Culture, and Language Education 4 (December 26, 2023): 86–89. http://dx.doi.org/10.14434/ijlcle.v4i.35754.

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Although identity is something that every language teacher has, language teacher identity (LTI) has been established and researched as a concept recently, in the past two decades. Language teacher identity has a critical role in language teachers’ professional and personal lives as it portrays how they position themselves and how others (i.e., colleagues, students, and other professionals) perceive them within the field and the work they do. Thus, LTI has the potential to drive the language teachers’ transformation into the teaching professional they want to become. Language Teacher Identity in TESOL, Teacher Education and Practice as Identity Work, edited by Bedrettin Yazan, Associate Professor of Educational Linguistics at the University of Texas at San Antonio, and Kristen Lindahl, Associate Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA, is a much-needed book that showcases ways of using language teacher identity to inform language teacher education practices.
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Shaima M. Saalh. "Exploring the Integration of Environmental Identity within EFL Teacher's Identity." Journal of the College of Education for Women 33, no. 4 (December 30, 2022): 19–26. http://dx.doi.org/10.36231/coedw.v33i4.1635.

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Nowadays, the ideas of integrating the concepts of the environment and saving it are being famous. These ideas are widely seen in many fields of study, and language education is one of them. Thus, the identity of English Language teachers (ELT) is a step toward transferring this concept in EFL materials in ELT departments. The EFL teacher's identity takes different meanings. Sometimes, it only means the teacher who teaches the English language, and other times, it means, the cultural and social aspects that the teacher and students interact during the study course. These cultural and social aspects represent the environment in teacher’s identity. This study aims to explore the environmental identity within EFL teacher identity. The sample of 100 student-teachers has been selected randomly from the fourth-grade students in the department of English language in the University of Baghdad. The study tool is adapted from the Environmental Identity Survey (Clayton et al., 2021) and Xun’s et al. (2014) EFL teacher identity questionnaire. After ascertaining the face validity and reliability of the tool, the study has been applied to the study sample. The results have shown that 16 items of the scale are high, 31 items are moderate, and three of them are low. However, the final results have indicated that student-teachers’ perception of their environmental identity is moderate
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Archanjo, Renata, Malba Barahona, and Kyria Rebeca Finardi. "Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile." Colombian Applied Linguistics Journal 1, no. 21 (April 23, 2019): 62–75. http://dx.doi.org/10.14483/22487085.14086.

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The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.
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Moon, Youngha, and Ahrim Oh. "Analyzing Teacher Identity of Korean Language Teachers in Korea." Korean Society of Culture and Convergence 45, no. 8 (August 31, 2023): 1071–83. http://dx.doi.org/10.33645/cnc.2023.08.45.08.1071.

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This study aims to identify the identity of Korean language teachers in Korea by categorizing the factors of teacher identity into motivation for continuing as a Korean language teacher, role recognition, teacher efficacy, professional growth of Korean language teachers. The study also examines differences in teacher identity based on individual variables. A survey showed that they had the same recognition of their role regardless of individual variables, and they exhibited a high level of teacher efficacy, interest, passion, and willingness to develop professionalism. However, satisfaction with their career choice and intention to continue teaching as a profession were relatively low, and satisfaction with salary and willingness to recommend the profession were even lower.
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Mastandrea, Adam, and Gabrielé Palaimaité. "Identity Development of Foreign Language Teachers in Lithuania." Verbum 12 (December 8, 2021): 5. http://dx.doi.org/10.15388/verb.24.

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Teacher identity is an evolving, multi-dimensional concept of a teacher’s understanding of self, best understood as a dynamic narrative of self-growth. The present study is focused on hypothesized stages of teacher identity development (Pride, Survival, Experimentation, Disenchantment, Rebellion and Progressive Proficiency) and their occurrence in Lithuanian foreign language teachers. A series of semi-structured interviews were carried out with eight Lithuanian foreign language teachers to discover their personal narratives of teacher identity development.The findings of the qualitative case study research revealed that key features of the six possible identity stages were present across the unique experiences of theforeign language teachers interviewed. However, each research participant displayed only certain key features of each identity development stage rather than a combination of all the possible features. In general, less experienced teachers displayed fewer key features at certain identity stages, implying that they had not experienced particular phases of identity development to completion. The results suggest certain features of identity development stages can be omitted and then experienced later in a teacher’s career. Teacher satisfaction with compensation, job security, professional prestige and the education system in general were additional factors that contributed uniquely to the identity development of teachers working in Lithuania.
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Safatian, Fakhereh. "The Intersectionality of Language Teacher Identity: Exploring the Complex Interplay between Language Teacher Identity, Gender, Ethnicity, and Professional Background." Journal of Studies in Education 14, no. 2 (May 29, 2024): 43. http://dx.doi.org/10.5296/jse.v14i2.21903.

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This paper delves into the intersectionality of language teacher identity, examining the intricate interplay between language teacher identity and other social identities, including gender, race, ethnicity, and sexuality. Drawing on critical theories of identity and intersectionality, the study explores how these intersecting identities shape language teachers' beliefs, practices, and experiences in the language classroom. Through a comprehensive literature review and analysis of qualitative data, the paper highlights the nuanced ways in which language teachers navigate their multiple identities and sheds light on the implications for professional development and inclusive language pedagogy.
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Ishihara, Noriko, and Julia Menard-Warwick. "In “sociocultural in-betweenness”: Exploring teachers’ translingual identity development through narratives." Multilingua 37, no. 3 (April 25, 2018): 255–74. http://dx.doi.org/10.1515/multi-2016-0086.

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Abstract In this article, we investigate second/foreign language teachers’ translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers’ intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers’ identity on their practice but also highlight the influences of language teaching itself on teacher identity development. In this process, an emergent theoretical framework of translingual practice becomes particularly useful in interpreting our participants’ “sociocultural in-betweenness,” that is, the capacity and disposition to co-construct meaning across languages and language varieties (Canagarajah 2013b: 3). We aim to contribute to a deeper understanding of this framework by capturing how our two focal participants’ translingual practice emerged, developed, and changed in relation to their identities through a range of intercultural experiences in their life time. As they eventually became language teachers, we also explore their perspectives on language and culture, especially in terms of how they see their interculturality manifesting in their classroom practices, as well as how their pedagogies simultaneously shaped their teacher identities. Our findings have pedagogical implications in regards to narrative knowledge construction in language teacher education.
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Dissertations / Theses on the topic "Language Teacher Identity"

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Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied self (Chase, 2005) that is co-constructed between the researcher and narrator that reveals how personal, professional, and student teacher identities resist and interact with discursive environments in order to create and recreate a language teacher’s self. Life histories constitute the source of data collection in this study. This facilitated the construction of a broader understanding of how six language teachers’ personal, professional, and student teacher identities are shaped throughout a lifetime and the way these impact the formation of the teacher self. The results suggest that language teachers’ selves are in close relation to emotions. Language teachers negotiate their identities and emotions in order to make sense of the different sets of values that the social context presents to them. This in turn leads them to create/recreate their own teacher selves that serve as sources of agency that generates new sets of social/moral rules or stagnation that leads to the preservation of the current status quo. The thesis concludes by providing a series of suggestions tailored to the needs of the teaching context where this research took place with the purpose of fostering a continuous engagement with individual actors and socio-cultural factors that motivate transformation through reflection.
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Fajardo, Castaneda Jose Alberto. "Teacher identity construction : exploring the nature of becoming a primary school language teacher." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1326.

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Central to this study is the question of how teachers construct their professional identity. This research explores the process of becoming a teacher and consequently of the construction of identity in terms of three specific components: belonging to a teacher community, the relationship between systems of knowledge and beliefs and classroom practice, and professional expectations for the future. A group of six Colombian preservice teachers in the final stage of their five-year teacher education programme were research participants. This case study used interviews, stimulated recall and on-line blogs as methods of data collection, and content analysis as the analytical approach. The findings reveal that while the process of learning to teach is individually constructed and experienced, it is socially negotiated. A teacher’s identity not only comprises personal knowledge and action, but is also influenced by the ideological, political and cultural interests and circumstances surrounding teachers’ lives and work. The research participants exhibited a permanent struggle between developing a personal professional style and coping with the restrictions imposed by living in a particular type of society that has already defined what teachers should do. Nevertheless, they manifested wellgrounded principles and theories of language teaching and learning and the purpose of education, and awareness of their potential as a new generation of teachers. This suggests that they had developed a sense of professional identity; a way to see themselves as teachers. This evolving identity sometimes conflicted with experience once they had faced the reality of classrooms, assumed institutional roles or negotiated modes of participation within a teacher community. The findings could be used as a point of departure in order to introduce changes into the curricula of teacher education programmes. The study has relevance for policymakers in planning action promoting professional development in pre-service and in-service teacher education.
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Smith, Steven John. "English language teacher education in Cuba : context, pedagogy and identity." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59959/1/Steven_Smith_Thesis.pdf.

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In this study, I investigate the model of English language teacher education developed in Cuba. It includes features that would be considered innovative, contemporary, good practice anywhere in the Western world, as well as having distinctly Cuban elements. English is widely taught in Cuba in the education system and on television by Cuban teachers who are prepared in five-year courses at pedagogical universities by bilingual Cuban teacher educators. This case study explores the identity and pedagogy of six English language teacher educators at Cuba’s largest university of pedagogical sciences. Postcolonial theory provides a framework for examining how the Cuban pedagogy of English language teacher education resists the negative representation of Cuba in hegemonic Western discourse; and challenges neoliberal Western dogma. Postcolonial concepts of representation, resistance and hybridity are used in this examination. Cuban teacher education features a distinctive ‘pedagogy of tenderness’. Teacher educators build on caring relationships and institutionalised values of solidarity, collectivism and collaboration. Communicative English language teaching strategies are contextualised to enhance the pedagogical and communicative competence of student teachers, and intercultural intelligibility is emphasised. The collaborative pedagogy of Cuban English language teacher education features peer observation, mentoring and continuing professional development; as well as extensive pre-service classroom teaching and research skill development for student teachers. Being Cuban and bilingual are significant aspects of the professional identity of case members, who regard their profession as a vocation and who are committed to preparing good English language teachers.
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Diaz, De La Garza Ana Maria Elisa. "The emerging identity of preservice teachers during the practicum component of second language teacher education." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411892/.

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This investigation joins the increasing body of research on initial teacher education arguing that preservice teacher (PST) learning and identity construction are intertwined and are crucial to professional development. Guided by Beijaard, Meijer, & Verloop's (2004) theoretical framework for investigating teacher professional identities, the focus of this study is to examine from a socio-constructivist perspective 1) how experiences in the practicum influence early professional identity construction; 2) how personal factors influence early identity construction; and 3) how reflective practice in the practicum influences PST professional identity development. To this end, I ask preservice teacher participants to reflect upon the challenges which they face during the practicum component of their second language teacher education (SLTE) programme and how their experiences have shaped their notions of professional identity, while paying particular attention to agency within resource poor environments. Specifically, this study examines the various problems confronting PSTs which include the impact of social, institutional and personal obstacles on the construction of participants’ professional identity. A group of ten Mexican PSTs in the eighth semester of their nine semester SLTE programme were research participants. This qualitative interpretative case study employed written reflections, asynchronous discussion forum transcripts, critical incidents, individual face to face interviews and a focus group session as methods of data collection. Data is analysed through sociocultural theory, positioning theory and interpretive discourse analysis employing Fairclough's (2003) discourse analysis model. Results revealed that multiple factors affected PSTs’ identity. These include participants’ past world experiences, practicum experiences and connections with colleagues and learners within communities of practice, knowledge of subject matter, teaching pedagogy, classroom management, and dealing with challenges in resource poor environments. The findings of this study contribute to the formulation of global knowledge and theory about language teachers’ learning which may benefit policy, theory and practice in the field of initial teacher education.
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Luebbers, Julie Brooke. "How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290028044.

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Ruiz, Vázquez Luis. "Teacher training through literature building teacher awareness on the process of shift in identity on ESL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1366.

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Rong, Xiaoyan, and 戎晓燕. "Teacher identity reconstruction in response to China's curriculum reform : a case study of six English language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206483.

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Educational reforms have been widely discussed across the world in the 21st century, and recent research suggests that teachers are the mediating agents in implementing educational reforms, particularly curriculum reforms. The eighth curriculum reform in China, which requires a paradigm shift from the teacher-dominated, knowledge-based transmission mode of teaching to the student-centered, experience-based inquiry mode of teaching, has greatly challenged teachers. Notwithstanding the great importance of teachers’ responses to China’s new curriculum reform, there is a little qualitative research that examines teachers’ responses to the new curriculum reform. The present study sets out to examine teachers’ responses to the new curriculum within the particular social, cultural and institutional context, and to explore the factors that might influence teachers’ responses through a qualitative multiple case study. Three dyads of mentor-mentee senior secondary English teachers in three schools at different levels in Beijing, China were selected as the main research participants. Data were collected over a period of time in each school through interviews, observations and analysis of documents such as teaching logs and students’ homework. Data were analyzed following a grounded approach in an iterative process to provide insights into the process of teachers’ implementation of the new curriculum and to ascertain the mediating factors impacting teachers’ responses. Findings from case studies reveal that secondary English teachers in China responded to the new curriculum reform at both cognitive and behavioral levels. These responses altogether triggered changes in teachers’ professional world, which constituted teachers’ professional growth. Grounded in Wenger’s theory of identity formation, this study suggests that the changes in teachers’ professional world mediated teachers’ professional identity reconstruction through the participative and reificative dual process of identification and negotiation of meanings, in which teachers’ competences, trajectories, and participation in the new curriculum implementation were negotiated. During this process, secondary English teachers reappropriated the meaning of secondary EFL teaching in China as a student-centered, individually selective, pedagogically integrating communicative and traditional methods, Chinese context-adapted, but still exam-oriented teaching process in relation to the curriculum reform, and also reclaimed that secondary EFL teachers need to be equipped with updated knowledge pool, be aware of individual needs, make compromises to seek a balance between the prescribed curriculum and teaching reality, and allow an interactive teacher-student relationship in response to the curriculum reform. Findings suggest that the process of teacher identity reconstruction was mediated through three-level factors, socially and culturally: national policies, institutional powers, and teachers’ personal factors. This study contributes to an understanding of teachers’ cognitive and behavioral actions and the interplay between the two in response to a paradigm-shift curriculum reform from a sociocultural perspective. It provides a theoretical lens, namely teacher identity formation to interpret teachers’ responses to the curriculum reform. Situated in a Chinese context where Confucius largely impacted the culture of teaching and learning, this study provides a fresh perspective on Chinese culture of teaching and learning, and raises positive voices from frontline teachers, suggesting that teachers’ responses to the curriculum are not simply mass resistant, but rather complex and dynamic.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Aboshiha, Pamela Joan. "Identity and dilemma : the 'native speaker' English language teacher in a globalising world." Thesis, Canterbury Christ Church University, 2007. http://create.canterbury.ac.uk/16629/.

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Globalisation (increasing international flows of finance, culture, technological know-how, information, people etc.) has created pressure for a lingua franca. It is widely accepted that English now fulfils this role, with some academics in English language teaching suggesting that the language is no longer owned by ‘native speakers’ and requesting a re-evaluation of the ‘native speaker’ English language teacher in terms of his/her traditional importance in the field. These academics have queried, for example, the continued relevance of ‘native speaker’ pronunciation, methodology and the professional status of the ‘native speaker’ teacher compared with the ‘non-native speaker’ English language teacher. In this study the professional identities of a small group of ‘native speaker’ teachers are explored through data obtained from interviews, field-notes, critical incidents in the researcher-as-teacher’s professional life and by e-mail correspondence. From the collected data it appears that these ‘native speaker’ English language teachers retain a view of themselves as having a superior professional identity, based on their pronunciation, classroom practices, ethnicity, British educational backgrounds and their relational stance to ‘non-native speaker’ teachers. On the other hand, the teachers’ ambivalent relationship with both the new academic understandings of English language teaching and their own professional development appear to contribute to a dilemma in their superior identity constructs. Only one teacher in the group manages to engage with the new understandings and is thus able to conceptualise a professional identity as an English language teacher which seems more in tune with the new global role of English. Overall, in fact, this study reveals a considerable discrepancy between the lived reality of the ‘native speaker’ teachers’ professional lives and the new understandings of academics about English language teaching in a globalising world. The study also highlights a concerning gap between the teachers’ current self-constructs and the implications for the development of practice of new academic theory.
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West, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.

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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what their attitudes and beliefs about language-in-education issues were since such outlooks could potentially affect their classroom practices. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and to reject others’, draws on the premises of the social identity theory owing to the focus on in-group-out-group distinctions, racism and stereotyping. Using an online questionnaire to generate primarily quantitative data, this embedded mixed-methods study investigated 1 164 student teachers’ reasons for choosing to study at a mono-ethnic higher education institution. Their degree of ethnocentrism as well as their attitudes and beliefs about languages used for social and educational purposes were measured by the standardised Generalised Ethnocentrism and Language Attitudes of Teachers Scale. Key findings from the qualitative data indicated that student teachers chose to study at a particular institution because of a shared mono-ethnic social identity, which strongly relates to a common language (Afrikaans), culture (Afrikaner), religion (Christianity) and possible race (Caucasian). The quantitative data showed a statistically significant relationship between the student teachers’ degree of ethnocentrism and their attitudes and beliefs about language-in-education issues. Overall, in line with the social identity theory, findings pointed to the formation of social identities based on shared ethnic characteristics, such as language, culture, religion and race. The study provides a more comprehensive understanding of how ethnocentrism, social identities and particular perspectives of language-in-education issues exist on a continuum. Unchecked, such attitudes and beliefs may have far-reaching consequences for multilingual classroom practices, especially where English as the medium of instruction is the mother tongue of neither the learners nor the teacher.
Afrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ʼn voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ʼn mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ʼn Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ʼn spesifieke instelling te studeer waar ʼn gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ʼn gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ʼn statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ʼn meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ʼn kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
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Vasquez, Julian A. "A Case Study of Conflicting Narratives of Language and Culture in a Foreign Language Teacher Education Program." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316464618.

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Books on the topic "Language Teacher Identity"

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Tajeddin, Zia, and Bedrettin Yazan. Language Teacher Identity Tensions. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411.

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Barkhuizen, Gary. Reflections on Language Teacher Identity Research. New York, NY ; Milton Park, Abingdon, Oxon :: Routledge, 2016. http://dx.doi.org/10.4324/9781315643465.

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Sadeghi, Karim, and Farah Ghaderi, eds. Theory and Practice in Second Language Teacher Identity. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13161-5.

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Yang, Shanshan. Language Teacher Emotion, Identity Learning and Curriculum Reform. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9742-8.

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Yazan, Bedrettin, and Nathanael Rudolph, eds. Criticality, Teacher Identity, and (In)equity in English Language Teaching. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72920-6.

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Kiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Kiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Dixon, Kathleen. Making relationships: Gender in the forming of academic community. New York: P. Lang, 1997.

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Pfeifer, Silvia Melo. Language Teacher Identity. Wiley & Sons, Incorporated, John, 2024.

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Pfeifer, Silvia Melo. Language Teacher Identity. Wiley & Sons, Incorporated, John, 2024.

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Book chapters on the topic "Language Teacher Identity"

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Barkhuizen, Gary. "Language Teacher Identity." In Research Questions in Language Education and Applied Linguistics, 549–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_96.

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Barkhuizen, Gary. "Teacher identity." In The Routledge Handbook of English Language Teacher Education, 536–52. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-42.

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Barkhuizen, Gary. "Teacher identity." In The Routledge Handbook of English Language Teacher Education, 536–52. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-36.

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Li, Li. "Teacher Cognition and Identity." In Language Teacher Cognition, 241–75. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_8.

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Tajeddin, Zia, and Bedrettin Yazan. "Language Teacher Identity Tensions." In Language Teacher Identity Tensions, 1–11. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411-1.

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Elsheikh, Aymen, and Elham Yahia. "Language Teacher Professional Identity." In Second Language Learning and Teaching, 27–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_3.

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Tajeddin, Zia, Minoo Alemi, and Zahra Maleknia. "Language Teachers' Gendered Identity." In Language Teacher Identity Tensions, 193–211. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411-16.

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Yang, Shanshan. "Language Teacher Emotion." In Language Teacher Emotion, Identity Learning and Curriculum Reform, 13–26. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9742-8_3.

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Rudolph, Nathanael. "Borderland Negotiations of Personal–Professional Identity." In Language Teacher Identity Tensions, 77–91. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411-7.

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Almnaies, Shahd, and Helen Donaghue. "Age and Nationality." In Language Teacher Identity Tensions, 62–76. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411-6.

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Conference papers on the topic "Language Teacher Identity"

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Rochsantiningsih, Dewi. "Exploring Language Teacher Roles as Teacher Identity." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.002.

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Kondrateva, Irina G., and Anastasia V. Fakhrutdinova. "Modeling Teacher’s Multicultural Identity through Studying a Foreign Language." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.39.

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Mahalingappa, Laura. "Using Critical Language Awareness to Address Language, Identity, and Ideologies in Teacher Education." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009372.

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Peña-Pincheira, Romina. ""Why Did the Teacher Discuss Gender Discrimination?" Language Teacher Identity and Agency for Social Justice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576093.

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Robertson, W. Boden. "Graduate Teaching Assistant Language Teacher Identity Development: Asserting Agency Through Pedagogical Struggles." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894889.

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GIANG-LE, NGUYEN. "Queer Teacher Identity in Vietnamese English Language Teaching for Gender- and Sexual-Minority Learners." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680142.

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Austin, Tasha. ""A Hard Time Seeing the Relevance": Race and Discourse Identity in Language Teacher Preparation." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2004278.

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Khabibullina, Alsu, Elvira F. Nagumanova, and Oksana V. Shemshurenko. "Aspects of the Cultural Identity of Russian and Tatar Literatures as a Factor of Education of Language Teachers for Bilingual Schools of the Republic of Tatarstan." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0975.

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Parton, Chea. ""Knowing Where I've Been": A (Non)Rural English Language Arts Teacher Navigates Identity and Place-Responsive Pedagogy." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681652.

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Akimenko, Olessya. "Navigating Identity: The Unexplored Narrative of a White “Nonnative” Teacher of English as an Additional Language in Canada." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2113775.

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Reports on the topic "Language Teacher Identity"

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Mocanu, Vasilica, and Inelissa Suárez Quevedo. Traineeships abroad as spaces for shaping language teachers’ identity. The case of Englishspeaking teacher trainees in a Spanish context. Edicions i Publicacions de la Universitat de Lleida, 2024. http://dx.doi.org/10.21001/sintagma.2024.36.06.

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Xiang, Li. Survive or Thrive: A Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5510.

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Kravtsov, Hennadiy M., and Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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