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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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Neupane, Bharat Prasad, Laxman Gnawali, and Hem Raj Kafle. "NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 20, 2022): 330. http://dx.doi.org/10.15639/teflinjournal.v33i2/330-348.
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Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.
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Rahimi, Amir H., and Hamid Allami. "Realization of Language Teacher’s Ideal Identity as Peacebuilder." Language Teaching Research Quarterly 41 (February 2024): 37–51. http://dx.doi.org/10.32038/ltrq.2024.41.04.
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Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers’ ideal peacebuilder selves are becoming ‘an encouraging teacher’, ‘a more hopeful and caring teacher’, and ‘a patient teacher’. To achieve their peacebuilder identity, they proposed strategies such as encouraging students to communicate internationally, caring about students’ success, pursuing academic studies, and improving emotion-regulation skills. The findings of this study contribute to incorporating peace in language education and developing peacebuilder language.
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Shiweda, Meameno Aileen, and Fikameni Salomo. "Language teacher identities." JULACE: Journal of the University of Namibia Language Centre 4, no. 1 (September 28, 2020): 49–60. http://dx.doi.org/10.32642/julace.v4i1.1465.
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This article explores the identities of Namibian English second language teachers from different perspectives – social, personal, material as well as technological. A group of 8 in-service English language teachers from the “O” three regions of Namibia completed a qualitative online questionnaire to give their perceptions regarding their identities from different components – social, personal, material as well as technological, which is based on Barkhuizen’s second facet of language teacher identity definition (2017). Other language teachers’ identities and the reasons for such identifications as well as societal identities given to teachers of the English language were also explored in this study. Therefore this article also aims to establish how the teachers’ identities affect their work ethics. Participants of the study were purposely sampled. The study’s findings indicate that language teachers’ identities are constructed based on what they know, their skills as well as their roles as teachers. Results also show that their work ethics are affected by their identities positively. This study fills the gap that currently exists in terms of teacher identity formation in Namibia as well as how language teachers are faring in this era of artificial intelligence.
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Чудайкина, Галина, and Galina Chudaykina. "On professional identity of English language teachers." Services in Russia and abroad 8, no. 2 (April 21, 2014): 98–108. http://dx.doi.org/10.12737/3591.
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A vast majority of English language teachers in Russia are not native speakers with no or inadequately little personal experience of living in an English-speaking country. What are the specifics of teaching in view of such an authenticity-lacking professional background, and how does the personality of a teacher reveal itself and is transformed in the course of teaching? How does language teaching affect self-identification? What should a teacher focus on attaining or, by contrast, avoiding in view of the above-raised issues? A significant number of foreign language teachers who are not native speakers demonstrate a clear non-target-language-specific accent, thus, either inadvertently or purposefully, revealing and asserting their national identity. The author of the article aims at identifying the problems that the teacher’s explicit target-language-alien accent may cause to both learners and teachers, and the root causes of the accent resilience.
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Ubaidillah, M. Faruq, Erna Andriyanti, and Anita Triastuti. "UNDERSTANDING IDENTITY CONSTRUCTION OF INDONESIAN EFL TEACHER EDUCATORS FROM A THREE-DIMENSIONAL NARRATIVE." LLT Journal: A Journal on Language and Language Teaching 27, no. 2 (August 27, 2024): 844–65. http://dx.doi.org/10.24071/llt.v27i2.8944.
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Research into language teacher identity construction has proliferated in recent years. However, studies examining identity construction from an integral perspective of EFL teacher educators’ past, present, and future narratives seem sparse. To fill this lacuna, the present study was designed to explore five Indonesian EFL teacher educators’ identity construction from their past, present, and future narratives. This study’s data were generated through multiple life-historical interviews with the five participants. The thematic analysis showcased that language teacher identity is constructed as a continuum from the teachers’ past experiences as EFL learners, present experiences as lecturers and doctoral students, and future narratives as imagined teacher educators. The findings also revealed that the participating teachers constructed their language teacher identity through complex and context-dependent experiences in their past, present, and future narratives. Based on the study’s findings, we offer a novel approach to studying language teacher identity construction employing teachers’ three-dimensional narratives. This approach enables teachers to understand themselves and their relationships with social environments through the interconnectivity of their past, present, and future narratives.
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Appleby, Roslyn. "Researching Privilege in Language Teacher Identity." TESOL Quarterly 50, no. 3 (September 2016): 755–68. http://dx.doi.org/10.1002/tesq.321.
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Yao, Yan, and Carleigh Bristol Slater. "‘Teaching Like a Robot’: Chinese English Language Teachers Perceptions of Identity." Language Teaching Research Quarterly 40 (April 2024): 94–112. http://dx.doi.org/10.32038/ltrq.2024.40.06.
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Teacher identity is the reflection of teachers’ perception, position, and identification as teachers. Teachers’ identities are dynamic and continuously negotiated by the interplay of their professional practices, past experiences, and contextual conditions. Drawing on this understanding, this study explores Chinese English teachers’ professional identities within a private English institution in China. Research data was collected through semi-structured interviews with six Chinese English teachers from one private English institution. Interview data was analysed thematically. The study results revealed common teacher identities as advocates of learner autonomy, struggling teachers for higher-level students and sources of students’ learning motivation. Specifically, teachers were challenged in cultivating autonomous students by institutional and sociocultural contextual obstacles. They were also in a challenging situation to improve the effectiveness of teaching higher level students. However, teachers exhibited positive perceptions towards their influence on students’ learning motivation reflected in their effort to actively establish teacher-student relationships and utilize facilitative teacher roles. The research findings suggest the need for designing more effective teacher trainings, improving teachers’ working conditions and a call for re-evaluating English language learning among Chinese students.
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Meihami, Hussein. "Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher." Pedagogika 135, no. 3 (December 1, 2019): 71–84. http://dx.doi.org/10.15823/p.2019.135.4.
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The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.
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Werbińska, Dorota. "From Turning Points to Teacher Identity Learning Environments: Late-Career Language Teachers Speak Up." Roczniki Humanistyczne 71, no. 10 (December 29, 2023): 177–96. http://dx.doi.org/10.18290/rh237110.12.
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Although learning is usually associated with some regulatory bodies, external education, programmes or experts, there is another kind of learning which can be gained from reflection on a language teacher’s biography and their teacher identity learning in a professional environment. The present article focuses on the analysis of four veteran Polish late-career language teachers of English, French, German and Russian who share their language-teacher lives in in-depth narrative inquiry interviews with the author of this text. The article aims to find out how various language-related critical incidents, or turning points, that took place in these teachers’ lives have affected their succeeding professional lives, and their individual perception of the language-teacher identity learning environments available to them. From the analysis of the data, four teacher identity constructions have been distinguished: “the constructive problem solver”, “the comfort minder”, “the perceiver of language-related social injustice” and “the language learner”, and it transpires that the teachers’ previous experiences are likely to affect how and why other things happen. This finding may have vital pedagogical implications for language-teacher educators, as the construction of teacher identities that are related to the participants’ meaningful and unique past experiences may question the sense of developing one universal language-teacher identity.
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Lander, Roderick. "Queer English Language Teacher Identity: A Narrative Exploration in Colombia." Profile: Issues in Teachers´ Professional Development 20, no. 1 (January 1, 2018): 89–101. http://dx.doi.org/10.15446/profile.v20n1.63658.
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This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews with the participants and then carried out a thematic analysis of these interviews which led to the emergence of three main themes. Here, I present the most prevalent theme, that of being a gay language teacher in the Colombian context which reveals that the participants all live their queer identity alongside their language teacher identity with ease although they do recount instances of homophobia which have impacted their day-to-day lives and their careers.
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Swanti, Veronika. "REDEFINING IDENTITY: THE INTERNATIONAL SCHOOL LANGUAGE TEACHERS� NARRATIVES OF THE PAST AND PRESENT ENTERPRISE." IJIET (International Journal of Indonesian Education and Teaching) 4, no. 1 (February 3, 2020): 121–32. http://dx.doi.org/10.24071/ijiet.v4i1.2015.
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Researchers have been studying pre-service and in-service language teacher identity for more than two decades across countries. However, there is few research conducted in Indonesia regarding in-service language teacher identity in an international school. The present study aims at investigating international school language teachers prior experience and current teaching enterprise in redefining their professional and personal identity. The study employs qualitative method embracing questionnaire and in-depth interviews. There are 6 participants including teachers of Indonesian, English, Chinese, French, and Spanish language subjects. This study found that language teachers at AHS perceived their professional identity through the production of metaphors and the recalling of past and present teaching enterprise. Further exploration on the language teacher identity construction in Indonesia is then needed.DOI: 10.24071/ijiet.2020.040110
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Bacquet, Jennifer Ngan. "Researching Identity in Language Teachers – Current Challenges and Implications." International Journal of Education and Literacy Studies 9, no. 4 (November 5, 2021): 174. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.174.
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Language teacher identity has been at the forefront of pedagogical research in recent years; this has become particularly important due to the demographic changes seen throughout the world since 2015; since then, there have been significant changes in the cultural landscape of schools in general and language teaching in particular, which presents unique challenges for teachers in their process of identity construction. This study aims to explore the transformative nature of language teacher identity in two settings: teaching in online classrooms in one’s home country, and teaching in online classroom abroad. The research will explore how cultural identity shapes an educators’ relationship with students, how one’s own cultural identity influences methodological and pedagogical choices, how these can improve literacy in the young adult classroom, as well touching upon the relevance of cultural identity is in a developing teacher. The findings revealed a general consensus on the need to gear pedagogigcal practices towards a student-centered approach; they further showed a general split in how teachers view the role that cultural identity plays in the classroom: while some felt that local cultures hindered their approach to teaching, others felt it helped build rapport and understanding between teachers and learners.
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Anku, Joyce. "Language Teacher Identity in a Non-Native Context: The case of Teachers of English Language in Ghana." LET: Linguistics, Literature and English Teaching Journal 14, no. 1 (June 29, 2024): 1–28. http://dx.doi.org/10.18592/let.v14i1.12374.
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The study investigated how English language teachers in Ghana construct their identities as teachers of English as a Second Language (ESL). Semi-structured interviews were conducted with ESL teachers who were selected through purposive sampling. The data was analysed qualitatively by coding, identifying, categorising and interpreting the emerging themes. It was found that the ESL teachers’ identity is defined by three elements: personal attributes, professional attributes, and contextual factors. On the personal level, the identity of the ESL teachers is characterised by passion, diligence, self-efficacy, and sense of inadequacy. Professionally, subject-matter knowledge, pedagogical knowledge and technological knowledge were found. Lastly, key contextual identity defining factors are curriculum and educational policies, classroom conditions and intrinsic motivation from learners’ success stories. The study recommends further investigation into other factors such as gender on non-native ESL teachers identity formation. Key words: Identity, teacher identity, language teacher identity, identity and teachers of English
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Aktekin, Nafiye Cigdem, and Hatice Celebi. "ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise." International Journal of Language Education 4, no. 2 (March 30, 2020): 113. http://dx.doi.org/10.26858/ijole.v4i2.10655.
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In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.
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Teng, (Mark) Feng. "Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers." English Teaching & Learning 43, no. 2 (May 3, 2019): 189–212. http://dx.doi.org/10.1007/s42321-019-00024-3.
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Torres-Rocha, Julio César. "High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 41–55. http://dx.doi.org/10.15446/profile.v19n2.60220.
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This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.
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Bukor, Emese. "The Impact of Personal and Professional Experiences: Holistic Exploration of Teacher Identity." Working Papers in Language Pedagogy 7 (December 1, 2013): 48–73. http://dx.doi.org/10.61425/wplp.2013.07.48.73.
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This paper investigates the impact of personal and professional experiences on the development of teacher identity. The holistic perspective in this article refers to the language teachers’ exploration of their personal and professional experiences with the use of both conscious/rational and intuitive/tacit thought processes. Three language teachers who participated in this study explored the beliefs, perceptions, and interpretations originating in their personal, educational, and professional experiences which also affected their teacher identity. Reflexive autobiographical journaling, a guided visualization activity, and three in-depth interviews were used in the research methodology. The results confirm that teacher identity is deeply embedded in one’s personal biography. The participants’ beliefs and interpretations rooted in their family environment influenced their early school experiences, career choice, instructional practice, teaching philosophy, and teacher identity. The results suggest that the analysis of teachers’ personal life experiences and their influence on professional practice can lead to a holistic understanding of the dominant influences on the development of teacher identity. The implications of this research are that a broader spectrum of the influences on teacher identity development needs more overt attention in professional development. This paper argues for the necessity of designing an integrated personal and professional development program for language teachers.
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De Costa, Peter I. "Social Interaction and English Language Teacher Identity." ELT Journal 73, no. 2 (January 4, 2019): 235–37. http://dx.doi.org/10.1093/elt/ccy052.
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Flores Delgado, Lizette Drusila, Irlanda Olave Moreno, and Ana Cecilia Villarreal Ballesteros. "The impact of role modeling on the professional identity of pre-service teachers." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 143–52. http://dx.doi.org/10.17509/ijal.v10i1.25024.
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Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.
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Barahona, Malba, and Ximena Ibaceta-Quijanes. "Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context." RELC Journal 51, no. 3 (May 31, 2019): 347–63. http://dx.doi.org/10.1177/0033688219847315.
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The literature on language teacher identity describes teacher identity as dynamic, shaped through professional and personal experiences and mediated by peer interaction, the effects of pedagogical strategies and professional discourses (Barkhuizen, 2017). This article reports on key findings from a study that investigated the perceptions of Chilean teachers of English about their work and their identity as language teachers. Data were collected through an online questionnaire with 716 respondents from teachers of English across Chile. The questionnaire included specific questions on teachers’ motivation, the nature of effective teaching practices, types of professional development and factors that contribute to their professional learning. The analysis of two critical open-ended questions related to levels of teacher satisfaction and valorization revealed that although teachers feel generally satisfied with their jobs, at the same time they feel essentially undervalued and somewhat illegitimate. Factors such as standards frameworks which compel teachers to validate their knowledge of the language, constraints in relation to working conditions and modest salary levels directly contributed to the perceptions of satisfaction and valorization. A significant implication of this study is the need for a more complex understanding of the motivations that drive the development of English language teacher identity.
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Jawad Golzar, Mir Abdullah Miri, and Mostafa Nazari. "English Teacher Professional Identity Tensions across Language Schools and Public Universities." English as a Foreign Language International Journal 26, no. 5 (September 2, 2022): 5–26. http://dx.doi.org/10.56498/3912652022.
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While research on language teachers’ identity construction has grown exponentially, little is known about the comparative analysis of language-school and university teachers’ identity construction. This study investigated the identity construction tensions of Afghan English language teachers in two different contexts: language schools and universities. Data were collected from 16 language-school and university teachers through extensive semi-structured interviews. Data analyses indicated similar and different tensions across the two contexts in influencing the teachers’ professional identity construction. Language-school teachers mentioned tensions such as nepotism, low teacher autonomy, and low communication between teachers and policymakers, and university teachers referred to tensions such as large heterogeneous classes, heavy workload, and segregated education. Additionally, both groups lamented over various socio-educational tensions such as the negative impact of war on English learning conceptions, biased perceptions about Afghan teachers, and lack of parental involvement in educational functioning. The study concludes with implications for addressing EFL teachers’ identity tensions.
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KAYA, Fatma. "Identity (Re)Construction of Turkish Pre-service Language Teachers during the Practicum." International e-Journal of Educational Studies 7, no. 14 (June 4, 2023): 243–56. http://dx.doi.org/10.31458/iejes.1228795.
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Teacher identity has been prioritized in current research related to teacher education in order to understand teaching and learning context. This case study investigates identity (re)construction of three pre-service English teachers during the practicum. Drawing on sociocultural theory, how pre-service teachers constructed their identities and enacted their agencies in the field school was examined based on the narratives of the participants. Data collection tools included reflective papers and semi-structured interviews with the participants. Analysis of the qualitative data revealed the following themes related to identity formation of pre-service teachers during the practicum: their imagined selves (Wenger, 1998), the practicum as shaping their identity, and directions for future selves as a result of practicum experience. It was found that previous experiences of the participants as language learners and interaction with the parties including mentor teacher and students in the field school had both positive and negative impacts on identity formation of pre-service teachers. Findings of the study is expected to contribute to the relevant literature, and suggestions are presented for further studies.
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Masson, Mimi, Alaa Azan, and Amanda Battistuzzi. "Centering Social Justice and Well-Being in FSL Teacher Identity Formation to Promote Long-Term Retention." in education 29, no. 2 (July 26, 2024): 54–77. http://dx.doi.org/10.37119/ojs2024.v29i2.723.
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The French as a second language (FSL) teacher shortage crisis has been a longstanding issue in Canada. In this paper, we examine the links between teacher agency, autonomy and identity in light of findings about marginalization, deprofessionalization, and/or difficulty in developing a strong sense of identity. Taking these findings into account, we propose an FSL teacher preparation model rooted in social justice and well-being which centers identity development through four pillars for success: language proficiency, intercultural competence, pedagogical knowledge and skill, and collaborative professionalism. We examine the implications of taking such an approach in FSL teacher preparation and argue that applying a social justice lens to identity development sets FSL teachers up for effective professionalization and a sense of well-being that can lead to long-term retention in the field. Keywords: French as a second language, language teacher identity, teacher retention, social justice, well-being
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Janes, Sasha, and Julian Chen. "Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching." Australian Journal of Applied Linguistics 7, no. 1 (April 13, 2024): 1–23. http://dx.doi.org/10.29140/ajal.v7n1.1333.
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This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher’s reflection journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology-enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers’ identity development and emotion, but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages.
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Werbińska, Dorota. "A teacher-in-context." Apples - Journal of Applied Language Studies 11, no. 2 (June 26, 2017): 103–23. http://dx.doi.org/10.17011/apples/urn.201708233541.
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Although there is an increasing body of research on the formation/re-formation of language teacher identity, there are still contexts within the professional practice of language teachers that remain relatively unexplored. One such context is the oral examination situation undergone by language teachers in Poland as part of the procedure for professional promotion. During this examination, teachers are expected to present their work, taking the prescribed ministerial regulations as their reference point. As access to teacher identity can be obtained through teacher talk about themselves, the presentations can be treated as teacher-made identity texts. Drawing on the 3A (affiliation, attachment, autonomy) Language Teacher Identity Framework (3ALTIF), this qualitative study focuses on the narratives of 15 examinees, all of whom are in-service English teachers, with a view to discovering: (a) what interpretative repertoires the participants employ with regard to conceptualizations of the language teaching profession (affiliation) which, in turn, determine (b) how they conceptualize themselves as language teacher practitioners with regard to their repertoires (attachment), and (c) how they express their agency through canonical self-presentations and responses to examiners’ questions within the framework of their repertoires (autonomy). Based on the analysis of the study, five interpretative repertoires were identified: the examination-orientation repertoire, the self-positioning repertoire, the care-for-others repertoire, the change repertoire, and the making-a-difference repertoire. The obtained repertoires can be ‘read’ as the participants’ self-evaluations with regard to their perceived teacher roles and the ability to express themselves.
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Moate, Josephine, and Maria Ruohotie-Lyhty. "Identity and Agency Development in a CLIL-based Teacher Education Program." Journal for the Psychology of Language Learning 2, no. 2 (September 20, 2020): 92–106. http://dx.doi.org/10.52598/jpll/2/2/7.
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A consensus exists in applied linguistics that agency and identity are key concepts in understanding teacher development. Although a large body of research has focused on studying language teacher and learner identity and agency separately, less attention has been paid to the relationship of these concepts in individual development. In this contribution, we use an ecological perspective to explore and illustrate the interplay between and development of agency and identity. The participants in the study were primary school teacher students specializing in foreign language pedagogy for younger learners and studying in a CLIL-based teacher education program. The qualitative data were collected through reflective essays focusing on the Finnish student teachers’ past, present, and future relationships with the English language during different phases of their bachelor’s studies.
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Parlindungan, Firman, and Adrian Rodgers. "Negotiating Language Arts and Muslim Identity." Journal of Education in Muslim Societies 5, no. 1 (September 2023): 4–25. http://dx.doi.org/10.2979/jems.5.1.02.
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Abstract: In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students’ responses to the teacher’s efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils’ adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.
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Parlindungan, Firman, and Adrian Rodgers. "Negotiating Language Arts and Muslim Identity." Journal of Education in Muslim Societies 5, no. 1 (September 2023): 4–25. http://dx.doi.org/10.2979/jems.2023.a911228.
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Abstract: In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students’ responses to the teacher’s efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils’ adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.
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Kasmiran, Marselus Suarta. "NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 1, no. 2 (November 23, 2019): 59. http://dx.doi.org/10.20527/jetall.v1i2.7367.
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Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.
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Keskin, Magdalena, and Gökhan Öztürk. "Exploring the Perceptions Regarding Language Teacher Educator Identity: A Multiple Case Study on Three ELT Teacher Educators." Pedagogika 148, no. 4 (December 30, 2022): 85–105. http://dx.doi.org/10.15823/p.2022.148.5.
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This study aims to explore the participants’ perceptions of their language teacher educator identity, and to identify the factors that contribute to their teacher educator identity development. Participants included three English language teacher educators in a Turkish higher education context. The findings revealed that a desire to make an impact is a motivating factor in shaping the participants’ language teacher educator identity with self-reflection playing a crucial role in its development.
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Altun, Suna. "The Interaction of Code-switching and EFL Teachers’ Perceptions on their Teacher Identity Development." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 163. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.163.
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This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers’ past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers’ identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs.
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Werbińska, Dorota. "Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 217–40. http://dx.doi.org/10.14746/gl.2022.49.1.13.
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Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.
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Sarbasova, V. N. "LANGUAGE AS A KEY COMPONENT IN THE STRUCTURE OF NATIONAL IDENTITY OF FUTURE TEACHERS." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 150–54. http://dx.doi.org/10.51889/2020-2.1728-5496.26.
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The language is considered by the author as a determinant, a key component of the future teacher’s national identity. Particular importance of studying language as a key component in the structure of national identity of future teachers gains in the context of language policy in Kazakhstan, according to which all the languages of the peoples of Kazakhstan are declared a national treasure, historical and cultural heritage of the country. Language as the main mechanism of the unity of the people, the preservation and development of cultural and spiritual heritage promotes interethnic harmony, a tolerant attitude towards representatives of other ethnic communities. The teacher, as a native speaker of language and speech behavior, performs professional tasks, including: developing value orientations of students, respecting the language, culture, traditions of his and others nations, readiness for constructive intercultural dialogue and interaction. The effective solution of professional tasks depends on the linguistic competence of the teacher as an integral part of professional competence
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Egitim, Soyhan. "Practical and Theoretical Implications of Teachers’ Prior Language Learning Experiences for Their Teacher Identity Development." International Journal of Applied Linguistics and English Literature 10, no. 4 (July 29, 2021): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.4p.1.
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This article describes the practical and theoretical implications of EFL teachers’ prior language learning experiences for their teacher identity development. Every language teacher possesses different values, beliefs, and underlying assumptions about teaching and learning. To a certain extent, these values, beliefs, and assumptions are shaped up by the language teacher’s prior language learning experiences. Thus, teachers who regularly examine these internal values, beliefs, and assumptions are able to identify their strengths and weaknesses. The awareness of self can help teachers develop a risk-taking attitude and experiment with different pedagogical approaches which can lead to creativity and pedagogical innovation in the classroom.
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Aguilar, Jenny Mendieta, and Olivia Rütti-Joy. "Language Teaching in the ‘Third Space’: Identity Trajectories and Professional Development Needs." Language Teaching Research Quarterly 33 (February 2023): 99–114. http://dx.doi.org/10.32038/ltrq.2023.33.05.
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As Pennington and Richards (2016) observe, a teacher’s sense of what it means to be a teacher is created interactively with the knowledge base and identity of the larger field. Technological developments and unprecedented societal change have recently, however, rendered the teaching profession more complex and diverse. This is particularly evident in higher education settings, where clear divisions between professional and academic areas are increasingly blurred. The breaking down of strict boundaries between professional domains gives rise to a “third space” (Whitchurch, 2008), which staff, including language teachers, must learn to navigate. Reconstructing their identities in highly dynamic third spaces can place language teachers in liminal states of in-between-ness and ambiguity (Beech, 2011), where negotiating stable identities becomes especially demanding. While language teacher identity in the context of higher education has been widely discussed, the implications of transitioning into ‘third space’ settings for language teachers’ identities have received less attention. Adopting a theorising from practice approach (Richards, 2016), in this reflective autoethnographic article, we examine our shifting language teacher identities as we seek to successfully navigate ‘third space’ work environments in New Zealand and Switzerland. We use critical reflection to explore how our professional identities have evolved as we switched from relatively ‘bounded’ language teaching roles to more fluid and dynamic ‘third space’ positions. Further, we discuss the role of professional development as enablers (or inhibitors) of our evolving language teacher identities as we moved into roles that diverged from what we had initially trained for. Lastly, we relate these reflections to suggestions for professional development that could help language teachers better respond to the demands of an increasingly diversified and complex profession.
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Wu, Di, Lawrence Jun Zhang, and Lan Wei. "Becoming a translation teacher." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (July 22, 2021): 311–38. http://dx.doi.org/10.1075/resla.18040.wu.
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Abstract Teachers who enter the translation teaching profession are generally in lack of training in how to teach translation because such training is barely provided by the current professional or academic oriented translation programmes. Therefore, they have to go through a process of learning to become translation teachers on the job in real teaching settings. However, little has been documented systematically, either qualitatively or quantitatively, on how translation teachers, especially beginning teachers, think of their teaching and themselves as teaching professionals. In this longitudinal case study, we focused on one novice translation teacher and tried to understand how she constructed her translation teacher identity during the first year of her teaching career. We employed emotions as a lens to investigate the process of her teacher identity construction through collecting data from interviews and journals. Findings show that this particular participant’s teacher identity went through a process of constructing, reconstructing and expanding. This process was accompanied by the negotiation between her identity and the various positive and negative emotions that she experienced in the complex sociocultural context. Implications for translation teachers, especially novice translation teachers, are discussed.
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Sukenti, Desi, Syahrul Ramadhan, Mukhaiyar Mukhaiyar, and Syahraini Tambak. "Writing Assessment Construction for Madrasah Teacher: Engaging Teacher Faith and Identity Processes." JPI (Jurnal Pendidikan Indonesia) 11, no. 3 (August 25, 2022): 448–56. http://dx.doi.org/10.23887/jpiundiksha.v11i3.40995.
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The development of students' academic achievement in the field of Indonesian language is very urgent and for that a writing assessment is needed. The aims of this study is to analyses the involvement of faith and the identity attribution of Indonesian language teachers in developing writing assessments in madrasah. This study uses a phenomenological approach. This study are involving twenty Indonesian teachers in madrasah and conducting in-depth interviews to reveal the narrative of teachers' practices in developing writing assessments. The collected data using first experiences with informants and their reactions to those experiences, a semi-structured interview schedule was used. This study uses thematic analysis to examine the holistic meaning of phenomena through the description of subjective perceptions. The result of study shows involvement of personal morality and religiosity, attribution of identity when assessing, plays a role in the development of writing assessments in Indonesian language and literature in madrasah. The application of faith principles is the main link in the development of writing assessments, in addition to attribution of the identity of God-given personality to the assessment of writing Indonesian language and literature. The identity and writing assessment abilities of Indonesian language teachers develop with various variants, and students' skills and mastery of material also develop in improving literacy, as well as their academic achievements. In conclusion, the results of this exploratory study show that faith and personal identity attribution can develop writing assessments in the Indonesian language field.
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Henry, Alastair. "A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives." Studies in Second Language Learning and Teaching 9, no. 2 (July 1, 2019): 263–85. http://dx.doi.org/10.14746/ssllt.2019.9.2.2.
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Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
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Birkner, Victor. "Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage." Colombian Applied Linguistics Journal 26, no. 1 (June 19, 2024): 91–105. http://dx.doi.org/10.14483/22487085.19641.
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Although the notion of English language teacher identity has drawn increasing interest in the literature, little is known about how teachers of English construct identities in disadvantaged settings. This study explored how three teachers of English in disadvantaged Chilean public schools construct identities and exercise agency while using prescribed textbooks. The investigation used a narrative inquiry methodology and was positioned within a sociocultural paradigm. Based on semi-structured online interviews, thematic narrative analysis was used to analyze the data collected. The findings suggest that teachers construct various identities as textbook users depending on their previous experience, level of professional development, and interactions with textbooks. According to the research, teachers exercise agency to construct new identities as textbook users by drawing on two temporal aspects that include prior experiences as English language learners and a mental image of the kind of teacher they want to become. Professional development and textbook interaction may also influence the construction of identities regarding textbook use. The article concludes with suggestions for language teachers and English language teacher education.
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Goodman, Debra. "Language Study in Teacher Education: Exploring the Language in Language Arts." Language Arts 84, no. 2 (November 1, 2006): 1–12. http://dx.doi.org/10.58680/la20065621.
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This article describes the author’s efforts to engage teachers in language study in a graduate course involving graduate students in Literacy Studies and TESOL programs. In the course “Language, Culture, and Identity: Issues for Teachers and Children,” teachers study language like linguists: looking closely at language in use through in-class experiences and field projects, while informing their interpretations with readings and discussions. The author provides specific examples of whole class, small group, and individual inquiry into language variation and linguistic diversity, language learning, discourse, and language study in the classroom. Teachers describe how language studies challenge and expand their assumptions and beliefs and provide a linguistic knowledge base that informs classroom teaching. Through collaborative language studies involving systematic linguistic inquiry, teachers share expertise – becoming a community of teacher/linguist researchers.