Дисертації: "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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Lewkowich, David Derek. "Teacher identity, adolescence and reading: the cultural and psychic uses of young adult literature." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121140.

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Using the lens of psychoanalytic theory, this dissertation explores the ways in which reading young adult literature in a social environment can foster a productive engagement with preservice teachers' desires, fantasies and anxieties in learning to teach. Set in the context of a Faculty of Education at a Canadian university, this qualitative study investigates, first, how the practice of talking about reading in a social environment can inspire preservice teachers to engage with the challenges of learning to teach. Secondly, this thesis considers how the reading of young adult literature enables readers to theorize their past in relation to their projected futures, and therefore, to complicate the typically unquestioned relation between adolescence and adulthood. In focusing on the psychic and cultural life of reading, this study explores the identifications and attachments that two reading groups of Bachelor of Education students held in relation to four works of young adult fiction. Students learning to teach inarguably occupy a psychically awkward zone, a difficult mental space that is further complicated through the interaction of personal histories, past educational experiences and projected anxieties and desires. In this study, the readers illustrate the depth of their literary identifications through strategies of projection and introjection, transferential attachment, idealization, linguistic displacement, and various excursions into memoried space. Through such strategies, these preservice teachers are able to explore the challenging nature of power dynamics in the classroom, the cultural meanings of teacher identity, the relationship of sexuality to literary engagement, the significance of student refusal and failure, the certainty of fallibility and regression in educational life, and the ways in which teachers express their expectations concerning adolescent behaviour.
En utilisant la théorie psychanalytique, cette thèse explore les manières dont la lecture de la littérature jeunesse dans un environnement social peut favoriser un engagement productif avec les désirs, les fantasmes et les angoisses des etudiants en formation à l'enseignement. Situé dans le cadre d'une Faculté de l'éducation dans une université canadienne, cette étude qualitative examine, tout d'abord, comment la pratique de parler de la lecture dans un environnement social peut inspirer les futurs enseignants à s'engager avec les défis de la formation à l'enseignement. Deuxièmement, cette thèse examine comment la lecture de la littérature jeunesse permet aux lecteurs de théoriser leur passé par rapport à leur avenir projetés et, par conséquent, compliquer la relation généralement incontestée entre l'adolescence et l'âge adulte. En se concentrant sur la vie psychique et culturel de la lecture, cette étude explore les identifications et les attachements émotionnels que deux groupes de lecture d'étudiants au baccalauréat qui s'est tenu dans le cadre de quatre œuvres de littérature jeunesse. Les élèves apprennent à enseigner occupant une zone psychiquement maladroit, un espace mental difficile qui est encore compliquée par l'interaction des histoires personnelles, des expériences éducatives passées et les angoisses et les désirs projetés. Dans cette etude, les lecteurs illustrent la profondeur de leurs identifications littéraires à travers des stratégies de projection et introjection, l'attachement transférentiel, l'idéalisation, le déplacement linguistique, et diverses excursions dans l'espace mémoire. Grâce à ces stratégies, ces futurs enseignants sont capables d'explorer la nature difficile de la dynamique du pouvoir dans la classe, les significations culturelles de l'identité de l'enseignant, la relation de la sexualité à l'engagement littéraire, l'importance de refus de l'élève et de l'échec, la certitude de la faillibilité et de régression dans la vie éducative, et les façons dont les enseignants expriment leurs attentes concernant le comportement des adolescents.

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Wernicke-Heinrichs, Meike. "Authenticating "non-native speaker teacher" professional identity in French as a second language (FSL) education." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45145.

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This qualitative multiple case study considered language teacher identity and what it means to “be authentic” as a teacher of French. It investigated the identity construction of 87 French as a second language (FSL) teachers from British Columbia who participated in a two-week professional development sojourn to France in 2009. The study examined how participants described their experiences abroad in relation to their teaching practices in Canada, and how these accounts made evident particular understandings of cultural and linguistic authenticity. The analysis focused on the way participants’ narratives served to authenticate (Bucholtz, 2003) L2 teacher identity and how conceptions of authentic language and L2 learning and teaching represented both constraining and productive ways of “being” a certain kind of FSL teacher. Broadly situated within a practice theory framework, FSL teacher identity was first considered through a wide-scale analysis of data from the larger cohort of BC teachers, followed by a micro-analytic examination of individual processes of identification “performed” by seven focal participants. The analyses highlighted the extent to which the “FSL teacher” category, grounded in a “native speaker” ideology, ultimately informed the identity constructions of each individual teacher. The various identity positionings manifested by focal participants shed light on a complex of language ideologies relevant in discourses operating within the FSL profession in Canada with implications for what it means to be practicing as “non-native speaker teacher” in this context. Given current empirical emphasis on the sociolinguistic and cultural aspects of language learning and teaching (Firth & Wagner, 1997; Lafford, 2007), the present study answers a recent call in applied linguistics for a more rigorous analysis of identity which moves away from the idea of identity as a simple collection of essentialist categories (Dervin & Kramsch, 2011). It does so by foregrounding a discursive-constructionist orientation and attending to the interactional nature of identity construction, along with a thoroughgoing consideration of researcher reflexivity. The study makes significant contributions to applied linguistics research in the areas of study abroad, L2 teacher development and identity, and the workings of prevalent ideologies informing L2 language teaching and research.

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13

Kiernan, Patrick James. "Deconstructing narrative identity in English language teaching : an analysis of teacher interviews in Japanese and English." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/164/.

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This thesis is the third of three modules, and explores narrative identity in interviews with English language teachers. It offers an analysis of how speakers used linguistic resources to construct identities for themselves during life story interviews. Both interviewer (the author) and interviewees (21 native English speakers and 21 native Japanese speakers) taught English in Japan. All interviews were conducted in the interviewee’s native language. The analysis therefore consists of a contextualised cross-linguistic description of the linguistic resources employed by speakers for expressing identity. I use this analysis to address the role of the ‘native speaker’ in English language teaching in Japan (introduced in Module 2) through a fresh analysis that includes the perspectives of ‘non-native’ teachers. In terms of theory, this module offers a response to the general question: ‘What differences are there between narratives told in Japanese and English?’ (posed in Module 1). In turn, my answers to this are used to inform pedagogic proposals (the principal focus of Module 1) on the development of a pedagogic model of narrative suitable for Japanese learners of English.

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Ticknor, Anne Swenson. "Becoming teachers: examining how preservice elementary teachers use language to construct professional identities, learn within relationships, and take risks in the classroom." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/609.

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This longitudinal qualitative study examined how four preservice elementary teachers used language to construct professional identities, learn within relationships, and take risks in the classroom during their final three semesters in teacher education coursework and field experiences. My female participants were former students of mine in the same section of Methods of Elementary School Reading and Language Arts. We developed rapport and established relationships with each other that revolved around our class experiences, including many critical discussions about teachers, teaching, and literacy. I employed feminist methods to maintain our established relationships by participating in conversations, meeting with small groups of participants, and developing shared meanings of teaching. An over arching question explored in conversations was how preservice teachers negotiated Discourses of teaching when coursework and field experiences offered new and often conflicting examples of teaching and teachers. The primary data source was conversation transcripts. Secondary data sources included participant generated documents and researcher generated documents for triangulation purposes. Analysis was multi-layered and included content analysis using N*6 computer software and Discourse Analysis questions. Analysis yielded five overarching codes: Nonteacher Identities, Teacher Identities, Relationships with Others, Discourses of Teachers, and Discourses of Teaching. Further analysis included locating I-statements and we-statements to link language with identities and relationships, respectively. Agency Tracing was introduced to historically trace agency in longitudinal language data. These four preservice teachers negotiated nonteacher and teacher identities to construct productive professional identities, learned to become teachers while embedded in relationships during their teacher education coursework and field experiences, and took risks during their culminating field experiences. This study reconceptualized agency to include five elements of rehearsals: hours of talk, supportive listeners, frustration, awareness of educational contexts, and appropriate timing to implement actions.

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15

Kumagai, Kazuaki. "How accent and identity influence each other| An investigation of L2 English speakers' perceptions of their own accents and their perceived social identities." Thesis, Indiana University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537169.

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Анотація:

This qualitative study aims to attain a practical understanding of L2 English speakers' perceptions and understanding of their own English accents and to explore the relationship between their perceptions of accents and their perceived social identities.

Data were collected through interviews with 14 participants. The individual analysis on each participant was reported as a form of narrative. The group analysis across all the participants' narratives demonstrated the complexity of their perceptions and understanding of accents, and the complex and context-dependent nature of the relationship between accents and perceived social identities. Five themes that respond to the research questions emerged from the results and findings. From the discussion of the themes, a heuristic model of identity construction was developed. The model is grounded in three cases of the participants as an explanatory tool for identity construction.

The study provides pedagogical implications for language teachers, and provides some suggestions for future research.

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16

Le, Thi Thuy Chinh. "A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2488.

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Teacher identity has become a topic of considerable research interest for at least two decades. Realising that teachers are more than technicians instructing through evidence based methodologies, researchers have investigated the importance of identity as a critical factor in the making and performance of a teacher. The term ‘teacher’ in this research has covered a range of professionals from early-childhood practitioners to university lecturers. Among these, attention has also been paid to teachers’ subject specialisms and their educational and geographical contexts. The research reported in this thesis focuses on a distinctive cohort: Vietnamese nationals who are teaching English as a Foreign Language (EFL) in that country’s rapidly developing universities. The burgeoning research literature examining the professional identity of higher education (HE) language teachers more generally acknowledges that teacher professional identity is a fundamental aspect in understanding how HE teachers adjust to a variety of simultaneously occurring challenges and changes, and the decisions that they make with regard to their professional career. As yet, there is a relative absence of studies examining the identity of HE teachers in Vietnam, and specifically, EFL teachers. This thesis reports on a study that examined how Vietnamese teachers of EFL constructed their professional identities in the rapidly changing HE context, situated within a highly globalised Vietnam. In response to global impacts on their economy, National Government policies have made English the most important foreign language, and virtually mandatory in university study, to the extent that it is now regarded as a passport to professional employment. At the same time, government policies have also determined that Vietnamese universities compete in the global higher education system. Both sets of forces have led to considerable changes to the professional lives and identities of Vietnamese HE teachers of EFL. This project employed grounded theory (Strauss & Corbin, 1990) to investigate how Vietnamese HE Teachers of EFL constructed their identities in this current environment. A purposive, theoretical sample of 16 EFL lecturers were interviewed across four iterative cycles; specifically, participants were interviewed once in a group of four teachers. After each cycle of interviews, data were transcribed, and grounded theory coding processes conducted. Data analysis also involved constant comparison and constant interrogation. From open coding, thirteen categories emerged; these were refined into four main categories which were then classified into two major categories: (i) Vietnamese otherwise referred to as local and (ii) global. The core outcome of the current research was a grounded theory: that these teachers see themselves as conflicted, glocalised, Vietnamese higher education teachers of English as a Foreign Language. The theory and related findings shed light on how Vietnamese HE teachers of EFL have constructed their identities in the current climate. As well as significance for lecturers in Vietnam, the outcomes have significance for lecturers in non-native English-speaking countries as they go about their role expectations and respond to demands within increasingly globalised university systems. There are implications for university leadership, and for educational policymakers in HE contexts as well, especially in developing countries seeking to integrate English as the language of their globalised economies and educational systems.

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17

Ticianeli, Renata Orcioli da Silva. "A língua portuguesa no processo de construção de identidade do professor imigrante de língua estrangeira." Universidade Federal de Roraima, 2014. http://www.bdtd.ufrr.br/tde_busca/arquivo.php?codArquivo=185.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este trabalho tem como objetivo investigar o papel da língua portuguesa na construção da identidade do professor imigrante de língua estrangeira. Trata-se de uma pesquisa sob a perspectiva da linguística aplicada que por ser uma área transdisciplinar, permitiu me que dialogasse com outras grandes áreas de conhecimento. Os registros coletados foram oriundos do grupo focal, da entrevista semiestruturada e do diário de pesquisa com cinco professores imigrantes de países distintos que moram em Boa Vista, Roraima. Esses registros coletados foram autorizados através do termo de consentimento livre esclarecido (TCLE) e do termo de uso de imagem e voz. De posse desses registros, eles foram triangulados e sistematizados para que eu pudesse responder a pergunta de pesquisa, Como a Língua Portuguesa interfere na construção de identidade do professor imigrante de Língua Estrangeira?
This study aims to investigate the role of the Portuguese Language in the construction of the identity of immigrant teachers of foreign language. This is a survey from the perspective of Applied Linguistics as it is an transdisciplinary area it was allowed myself to dialogue with other major areas of knowledge. The records were collected through the development such as focal group, semistructured interviews and field diary with five immigrant teachers from different countries who live in Boa Vista, Roraima. These records were collected and authorized by immigrant teachers. After this, these records were triangulated and systematized so that I could answer the research question: "how Portuguese Language interfere in the construction of identity of immigrant foreign language teacher?

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18

Clapham, Jessica. "Code-switching, pedagogy and transformation : teachers' perceptions of the dynamics of code-switching and bilingual identity." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/21887.

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This thesis presents the findings from a qualitative investigation into teachers’ use of code-switching in bilingual classrooms in Wales. The results of the 2001 census show a slight increase in the proportion of Welsh speakers in Wales, to 21%. This change, combined with increasing governmental support for the Welsh language, suggests that we may now be entering a period of stable Welsh-English bilingualism for those who speak Welsh. This study builds upon previous research into teachers’ use of code-switching by investigating 6 teachers’ perceptions of code-switching during the research period. It is proposed that teachers’ perceptions and awareness of their bilingual identity, examined through case studies have a central role in the decisions made in the bilingual classroom. Synthesising various approaches to code-switching provides educators with an overview of code-switching and its implications for instruction and the classroom as a community. This study makes an important contribution to the understanding of the dynamics of code-switching at classroom level rather than syntactic level, as there is very little research into the bilingual teaching interface in Wales. Ideally, the findings will contribute to the debate on multilingual practice as a natural and effective means of language teaching as well as a force for intercultural understanding. The author is interested in exploring how far and in what ways teachers are aware of the benefits of code-switching and to raise awareness of the relationship between code choice and wider social factors. The study has two main objectives. Firstly, to investigate how far teachers employ code-switching as a strategy and their reasons for doing so. Secondly, to explore how far, and in what ways, these teachers’ identities undergo a process of transformation as a result of their experiences of the research process. The study provides a number of useful insights into the dynamic interplay between code-switching and learning as a legitimate way of using a shared language to scaffold pupils’ learning. A range of teachers’ perceptions of code-switching were detected and the significance of these findings are discussed. The study provides an insight into perceptions of the functions and rationale for code-switching from a teacher’s perspective, which may contribute to the multilingual turn debate and have pedagogical implications.

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19

Gregory-Bryan, Myrnelle L. "Life Portraits: A Comparative Case Study of Four Veteran Spanish Teachers." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/73.

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In foreign language education the classification native or nonnative speaker of a language often evokes thoughts related to degrees of competence in language teaching (Braine, 2004; Davies, 2004). This comparative case study focused on Spanish teachers in a United States context. It contributes toward the literature base in research related to native and nonnative speakers of languages other than English within the local context. Using the threefold theoretical framework of role identity theory (Stryker, 1968; Stryker & Burke, 2000), teacher efficacy (Tschennen Moran & Woolfolk Hoy, 2001) and social constructivism (Schwandt, 2007), the study aimed at developing understandings about the lived experience of foreign language teachers given the native/ nonnative speaker construct. It investigated how their personal perception of their role impacted the execution of professional duties. It also explored their conceptualization of the language teacher, given their extensive observation of teachers of various languages. The questions guiding the research were: (a) How does each participant conceptualize her role identity as Spanish teacher in a predominantly English speaking setting?, (b) How viable is the native/nonnative speaker construct when teacher efficacy is considered?, and (c) how has the experience of supervising teachers of differing linguistic backgrounds in the language they teach (native/nonnative speaker teachers) influenced the participants’ understanding of the language teacher construct in the USA? Data collection was done through interviews, focus group discussions and classroom observations. The participants were four veteran Spanish teachers who had been in the department chair position for more than ten years. Two grew up speaking the language while the others learned the language in an academic setting. Findings revealed that there was great similarity in the way teachers conceptualized their role as Spanish teacher and that they gave no credence to the native/ nonnative speaker construct as an indicator of language proficiency and competence in language teaching.

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20

Shahri, Bahman. "Perspectives of Overseas Student Teachers on American National Identity." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565287522191192.

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21

Itoi, Emi. "PRE-SERVICE EFL TEACHERS' POSSIBLE SELVES: A LONGITUDINAL STUDY OF THE SHIFTING DEVELOPMENT OF PROFESSIONAL IDENTITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302585.

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Анотація:

Teaching & Learning
Ed.D.
The purpose of this interpretive qualitative case study was to explore how possible selves of four pre-service EFL teachers changed during their last 10 months at university and what factors were involved in developing and changing their possible selves. The concept of possible selves is a future-oriented self-concept that involves one's motivation to move toward one's ideal future selves and move away from one's feared selves. Ought-to selves are also believed to work as motivators. The main data sources included two written possible selves stories from each participant, four sets of semi-structured interviews, short e-mail messages with emoticons, and official practicum reports. Through a narrative analysis of these data, I found that participants' rather general possible teacher selves changed to more realistic, elaborated ones after they had experienced practicums. These revised possible selves were not always in the direction of more positive, more ideal selves, but also toward feared and ought-to teacher selves. The data analysis also revealed that the participants found a large gap between their actual L2 selves and ought-to L2 selves, and consequently they developed feared L2 selves who would likely get embarrassed in front of others because of their poor English speaking ability. However, they took no action to prevent their feared L2 selves because becoming fluent in English was possibly seen as a temporally distant unreachable goal that did not merit an investment of time and energy. The study also found that interpersonal relationships with parents, teachers in the past, cooperating teachers during practicum, students at school, and peers were important factors contributing to participants' developing and changing possible selves. I end with suggestions that policy makers, universities, teacher educators, and supervising teachers of student teachers seriously consider issues that will help improve English education in Japan as well as lead to better teacher education programs to prepare EFL pre-service teachers for the rather harsh conditions in the teaching profession in Japan.
Temple University--Theses

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22

Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.

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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.
Bibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
266 p. ill

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23

Neves, Tássia Maria Oliveira das. "Identidade(s) do professor de língua japonesa: um estudo sobre os professores dos Centros de Línguas do Estado de São Paulo." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-14082017-122319/.

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As pesquisas sobre o professor de língua estrangeira, especialmente nas questões de identidade, têm crescido nos últimos anos, seja no âmbito de ensino-aprendizagem do idioma ou na esfera das formações de professores. Contudo, no ensino de língua japonesa como língua estrangeira, não há um estudo específico nessa área, apenas dados de cunho estatístico. Por essa razão, este projeto visa estabelecer uma leitura sobre a identidade do docente de língua japonesa envolvendo professores nativos brasileiros, descendentes e não-descendentes, que ministram aulas nos centros de línguas do Estado de São Paulo, onde se ensina o japonês como língua estrangeira. Para entender a construção da identidade do professor foi necessário realizar uma reflexão sobre o ensino da língua japonesa no Brasil e a forma pela qual foi introduzido o ensino de japonês como língua estrangeira, a fim de considerar questões históricas e sociais aí envolvidas. Também se utilizou o arcabouço teórico que tem sido aplicado nas pesquisas sobre identidade que tratam, nas concepções gerais, a identidade como instável, dinâmica, fluida e mutável. Para analisar o universo da docência em língua japonesa, fizemos um panorama histórico sobre o curso de língua japonesa dos centros de línguas e usamos como metodologia a pesquisa narrativa, pois consideramos que a progressão da história de vida de cada participante está intimamente ligada à sua forma de agir e criar representações de si, do aluno e da sala de aula em seu discurso. A partir das experiências vividas por esses docentes, fizemos o cruzamento de discursos, reunindo as recorrências em núcleo de significações e fizemos uma reflexão sobre o perfil desses professores bem como suas representações sobre a profissão, as impressões estabelecidas ao longo da carreira e suas expectativas para o futuro. Nos núcleos encontramos professores com a identidade profissional de grande pertencimento ao centro de línguas, multifacetada, contraditória e engajada.
Researches about the foreign language teacher, especially regarding identity, have grown in the latest years, whether in the teaching-learning of the language scope or in the area of teacher formation. However, in the teaching of the Japanese language as a foreign language, there is not a specific study in this field, only statistical data. For this reason, this project aims to establish a lection about the identity of the Japanese language teacher involving native Brazilian teachers, descendants and non-descendants that teach classes inside the language centers in the state of São Paulo, where the Japanese is taught as a foreign language. In order to understand the construction of the teachers identity, it was necessary to think deeply about the teaching of the Japanese language in Brazil and the way in which the teaching of the Japanese as a foreign language was introduced in order to consider historical and social issues involved. It has also been used the theoretical framework that has been applied to researches about identity that consider, in general conceptions, identity as unstable, dynamic, fluid and mutable. In furtherance of analyzing the universe of teaching in the Japanese language, a historical panorama was done about the Japanese language course of the language centers and the narrative research was used as methodology, because we considered that the progression of each one of the participants history of life is deeply connected to their way of acting and developing representations of themselves, the students and the classroom in their discourse. From the experience lived by these teachers, their speeches were crossed, bringing together the recurrences in meaning cores and made a reflection on the profile of these teachers as well as their representations about the profession, the impressions established throughout their career and their expectations for the future. In the meaning cores teachers with a professional identity of great belonging to the language center, multifaceted, contradictory and engaged were found.

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24

Jacobson, Anna T. "Negotiating an identity, learning a school culture the influence of a school community's expectations on the development of a native-speaking Spanish teacher in a US public middle school /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380087.

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Анотація:

Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture, and Language Education, 2009.
Title from PDF t.p. (viewed on Jul 13, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4606. Adviser: Martha Nyikos.

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25

Travieso-Parker, Lourdes Lucia. "Policies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26593.

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The purpose of this qualitative case study was to analyze the impact of the policies of the No Child Left Behind Act (2001) on the teaching and learning of 10 Latino English language learners (ELLs) in an urban high school in Virginia. Using ethnographic methodology, the researcher examined the nexus of the policy of the No Child Left Behind Act (NCLB) (2001) with the pedagogy of the English as a Second Language (ESL) and content area teachers, and the practices employed by teachers to enable students to acquire a second language in an academic setting. This enabled the researcher to examine the contextual framework of a large urban school and factors converging to help Latino ELLs learn academic English to succeed in high school. By reviewing the policy, pedagogy, and practices used in this school, I observed the connectedness of an entire school and the relationships fostered by students and faculty to support a learning climate for ELLs. The findings of this study show that the sociocultural environment and the educational experiences play a significant role in the adaptive process of learning a second language for Latino English language learners. Pedagogy that was built on respect for the Latino English language learnersâ cultural identity, linguistic abilities, and critical thinking skills helped learners become actively engaged, and facilitated learning in the second language that was academically rigorous. The practices of caring teachers enabled them to serve as advocates for ELLs, helped forge relationships of respect and trust, and encouraged Latino ELLs to succeed academically as they navigated the high school environment.
Ph. D.

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26

Kim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.

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27

Silva, Elaine Nogueira da. "Os significados da docência nos textos produzidos por estudantes dos Cursos de Letras em situação de estágio de Língua Portuguesa." Universidade Catolica de Pelotas, 2013. http://tede.ucpel.edu.br:8080/jspui/handle/tede/326.

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Анотація:

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This study aims at investigating the meanings of a group of university language learners when they discourse on in their professional training to become mother tongue Portuguese teachers. Having this objective in mind, students were asked to report on their mother tongue school learning and living experiences while at elementary and high school. Therefore, the focus of this study is on the meanings learners bring to their texts when asked to report on their learning experiences while at elementary and high school. The study departs from the principle that the professional training of a language teacher involves tensions between symbols and representations crystallized in the learners memories professional representations which are many times outdated, and which in terms of professional training still need to be implemented. These tensions are frequently intrinsically related to methodological issues, to the professional activities, to what to teach, in opposition to working and social conditions. However, these two last variables are also taking into account in the analysis and interpretation of the learners discourse. The linguistic analysis of the data is based on the principles of the Functional Systemic Linguistic Theory, or more precisely, on the ideational metafunction, according to Halliday (2004) and his collaborators. The semantic interpretative analysis is carried out according to the principles of the Critical Discourse Analysis based on Fairclough (1989, 1992, 1997, 2001, 2003 and 2010). It is also based on teacher identity studies. The representations of the learners of the teaching profession allow us to conclude that learners are not yet able to speak from the position of the teacher, in spite of having quite a clear perception of the professional responsibilities of the teacher in the classroom. Learners reproduce the university discourse to which they have been exposed to, as well as the content of the research reports related to Portuguese teaching that they read, and they still do not show the necessary appropriation of the theoretical discourse-principles which can generate the necessary professional changes. This leads to conclude that their professional training must include careful evaluation of their own educational and learning process, and that their comprehension-definition of teacher-learner will include a resignification of their pedagogical action
Esta pesquisa tem como objetivo geral a investigação dos significados construídos pelos estudantes de Letras, constituindo-se em práticas discursivas reveladoras de como compreendem e decodificam o contexto de sua escolarização no que se refere às aulas de português. Para dar conta de tal objetivo, o corpus desta pesquisa constitui-se de textos produzidos pelos estudantes de Letras a respeito das suas vivências nas aulas de Língua Portuguesa no período em que eram estudantes no Ensino Básico. Portanto, o foco do presente estudo está nos significados construídos pelos estudantes de Letras, partindo do princípio de que o momento de pré-estágio caracteriza-se por tensões entre símbolos e representações cristalizadas na memória que muitas vezes não servem mais , e um espaço ainda a ser preenchido daquilo que deveria ser. Essas tensões estão mais intrinsecamente relacionadas ao fazer do professor, às suas atividades, ao que ensinar, e menos às condições de trabalho e sociais, embora estas também perspassem os discursos que são o objeto de análise deste trabalho. A análise liguística dos textos está embasada na Linguística Sistêmico-Funcional, mais precisamente, na metafunção ideacional, segundo Halliday e colaboradores (2004). A análise semânticointerpretativa é realizada sob o ponto de vista da Análise Crítica do Discurso, consoante Fairclough (1989, 1992, 1997, 2001, 2003 e 2010), bem como dos estudos de identidade e docência. As representações construídas nos discursos dos graduandos permitem dizer que eles ainda não conseguem falar do lugar de professor, embora tenham clareza do papel do professor no processo de ensino e aprendizagem em sala de aula. Eles reproduzem o discurso vigente nas universidades e nas pesquisas sobre o ensino de Língua Portuguesa, não demonstrando apropriação de conhecimento teórico que sustente as propostas de mudança sugeridas. Dessa forma, fica evidenciada a necessidade de oportunizar um espaço maior para a reflexão e desenvolvimento de práticas de ensino que possam dar um embasamento maior na formação inicial dos professores

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28

Demirel, Hazal. "Identitetsskapandet hos elever med kurdisk härkomst : Skolan och omgivningens roll i fem informanters identitetsskapande." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3232.

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Анотація:

Identitetsskapande är något som ständigt sker, det är alltså inget bestående utan individer formas ständigt. Andra människors åsikter och handlingar, ens sociala bakgrund, trosuppfattning, etisk härkomst är bara ett fåtal av sådant som har en roll i individers identitetsskapande. Skolan, som är en offentlig plats där elever med olika intressen och bakgrunder möts, är enligt min uppfattning en plats där identitetsskapandet sker som mest. Forskning har visat att ungdomstiden är den tid i en individs liv som handlar om att finna sig själv, sin identitet. Det är just under denna period som vänner får en stor roll i individens liv och eftersom skolan är den plats där de spenderar mycket tid på anser jag att personalen i skolan även har en viktig roll.

Denna uppsats inriktar sig på en specifik grupp, som består av fem elever i 18-års ålder som har en kurdisk härkomst, det är alltså inget som gäller generellt för alla elever med kurdisk härkomst utan baseras enbart på dessa informanter. Syftet med denna uppsats är att se hur dessa informanter, som lever mellan två världar - den svenska och den kurdiska, skapar sin identitet i skolans tillvaro. Hur anser de att skolan påverkar dem i deras identitetsskapande, vilken är skolan och lärarnas roll i detta? Har dessa över huvudtaget någon roll i detta? Vilken roll har andra elever för dessa fem informanters identitetsskapande? Intervjuerna med informanterna visar att dessa fem informanter anser att skolans syn på mångkulturalitet och tvåspråkighet/flerspråkighet är väldigt viktigt för elevernas gemenskapskänsla, som är viktig för deras identitetsskapande. Hur lärare och annan personal på skolan bemöter dem på grund av deras mångkulturalitet och flerspråkighet är något som enligt dessa informanter är viktigt för deras självkänsla. Slutsatsen av detta arbete är att dessa informanter anser att acceptans och trygghet i skolmiljön har en viktig roll vid identitetsskapande.

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Baser, Zeynep. "First Year Of English Teaching In A Rural Context: A Qualitative Study At An Elementary School In Turkey." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614668/index.pdf.

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This study aimed to explore how a rural elementary school and community situated English language education in Central Turkey, and how the rural context shaped a beginning English language teacher&rsquo
s professional identity and teaching practices. In order to achieve this goal, a qualitative case study was conducted. The required data were obtained through three major methods
semi-structured interviews, a time and motion study, and an open-ended questionnaire. The interviews were all audio-recorded and transcribed verbatim. The time and motion study involved the recording of the English language teacher&rsquo
s actions at the school. In this regard, the teacher was observed both in and out of the class during a two-month period and his actions were noted down at 60-second intervals. In addition, an open-ended questionnaire was delivered to the students taking English as a compulsory subject in their curriculum. The data were organized in separate files regularly, and analyzed by coding, and interpreting the emerging themes. The results revealed four keys to being a successful teacher in the rural setting. These included appreciation of rural life, passion for rural teaching, aspiration for teaching profession, and being well-prepared for teaching. It was also concluded that the rural elementary school and its community had general appreciation for quality English language education
however, they did not find teaching practices sufficient for effective language learning. Thus, English was not on the top of their list. Lastly, the results also shed light on the rural challenges that a beginning teacher might face.

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30

Wang, Yu-Chi. "Exploring culturally and linguistically diverse students’ identities in an afterschool book club." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5673.

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Анотація:

This qualitative research aims to investigate identity positions of elementary school students with culturally and linguistically diverse (CLD) background in an afterschool book club. The increasing population of CLD students and their learning needs have become a national focus in American schools. Scholars have highlighted that understanding students’ identity positions and their interactions in social communities benefits teaching practices (Norton, 2013). Although the number of studies investigating identity in language and literacy education is increasing, most focus on English language learners (ELLs) who are currently enrolled in English as a Second Language (ESL) or ELL programs and few examine these students’ learning trajectories once they exit elementary school ESL programs. Research has shown that although the ELLs exit ESL programs, their culturally and linguistically diverse backgrounds continue to impact their learning. This study attempts to investigate (a) what social practices contribute to elementary school students’ participation in the afterschool book club (b) how CLD students position their identities, (c) what discourses about CLD students’ cultural and linguistic backgrounds emerge and shape their identities, and in an elementary school afterschool book club. The data sources of this study include audio and video recordings, observation field notes from the book club, semistructured interviews, and students’ written responses. I draw on Gee (2011) and Fairclough’s (2001) critical discourse analysis concepts and guidance to interpret responses during the data analysis process. The findings show that the afterschool book club provides multiple social functions that allows CLD students assume multiple identities, utilize their agency to negotiate, and create possible identities. For instance, this space allows the members of this book club to share their personal stories, challenge the conventions of a book club, maintain and expand their friendship circles, and share and listen to their peers’ diverse backgrounds. In addition, the discourses that emerge in the book club illustrate that the CLD students are keenly aware of their identities. However, power relations at different social levels also challenge these multiple identities. The findings of this study offer nuanced perspectives into the fields of foreign and second language education and literacy education. This study will contribute to teachers’ understanding of CLD students’ identity positions and to respond to Norton and Toohey’s (2011) call for a better understanding of how students learn in globalized sociocultural worlds. Implications for educators, teacher education programs, and researchers are also discussed in this study.

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31

Souza, Lígia Francisco Arantes de 1984. "Entre aprender e ensinar língua(s) estrangeira(s) = (re)construindo identidades = Between learning and teaching foreign language(s) : (re)building up identities." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269501.

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Анотація:

Orientador: Maria José Rodrigues Faria Coracini
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Pretendemos, neste trabalho, a partir do referencial teórico da Análise de Discurso, tecer problematizações sobre a constituição identitária de professores brasileiros de línguas chamadas estrangeiras, a partir da análise das representações de língua, de professor, aluno e de ensino-aprendizagem que emergem em seus dizeres. A hipótese que norteia esta pesquisa é a de que a constituição identitária do professor brasileiro de línguas estrangeiras é construída, predominantemente, por representações que indiciam processos de identificação imaginária. Para tanto, analisamos recortes discursivos selecionados de entrevistas orais com professores brasileiros de língua inglesa, espanhola e francesa, buscando, na materialidade discursiva, traços da constituição identitária desses professores, levando em conta o contexto da (pós-) modernidade em que estão inseridos. Objetivamos com esta pesquisa, que se insere na Linguística Aplicada, na área de língua estrangeira, e mais especificamente na linha de pesquisa "subjetividade e identidade, desconstrução e psicanálise", contribuir para a discussão em torno da formação de professores de línguas estrangeiras, a partir da problematização das consequências do contato com uma língua dita estrangeira na identidade do sujeito. Da análise dos registros foi possível depreender que, no dizer sobre a prática, se entretecem as experiências vividas pelos entrevistados como alunos, de forma que o processo identitário do professor se dá a partir das representações de professor (e de aluno) e de ensinar-aprender que são construídas ao longo da vida, por meio de identificações imaginárias. Observamos também que a representação de aluno, no dizer dos entrevistados, constrói-se com referência a si mesmo, o que sugere o efeito de sentido (e/ou o desejo) de homogeneidade, como se todos os alunos fossem iguais e aprendessem da mesmo maneira. Percebemos que o dizer dos entrevistados sobre a prática está perpassado pelo desejo do controle e da completude, o professor é dito como o principal responsável pelo ensino-aprendizagem; no entanto, além de construir verdades, os entrevistados também (ex)põem, durante a entrevista, suas angústias e medos e discorrem sobre a prática frequentemente como uma tentativa. Concluímos que a formação do professor não deve ser considerada como fechada em um determinado período, pois as identificações acontecem ao longo da vida, e constroem as indissociáveis representações de língua, ensino-aprendizagem, professor e aluno, o que interfere diretamente na prática e nos dizeres sobre a mesma
Abstract: Based mainly on discoursive concepts, on the so-called French Discourse Analysis studies, this research aims at problematizing the identity constitution of Brazilian teachers of foreign languages by analyzing their representations - which emerge through the utterance of these teachers - of: language, teacher and student, and the teaching-learning process itself. The hypothesis which bounds this paper is that the identity constitution of the Brazilian teacher of a foreign language is mainly built up by representations that enable imaginary identification processes. Discoursive excerpts were analyzed and selected from oral interviews with Brazilian teachers of foreign languages (English, Spanish, and French). The analysis consisted on seeking through the discoursive materiality involved identity constitution traits of these teachers, within the (post-)modern context. In this sense, situated in the Applied Linguistics field, within the foreign languages concentration area, aligned with the "subjectivity and identity, deconstruction and psychoanalysis" studies, this research aims at contributing to the discussion around the foreign languages teachers' education, by bringing up the consequences of the contact between foreign language and the subject's identity. Based on data, it was possible to apprehend that the utterance about teaching practice is connected somehow to the interviewers' previous experiences as students. So that the identity process is due from the representations of: teacher (and student), and the teaching-learning process, which are build up during their lives by means of imaginary identifications. It was also possible to apprehend that the representation of student, emerged through the interviewers' utterance, is built up as a reference to themselves, which may suggest an effect on meaning (and/or a desire) of homogeneity, as if all the students were equal or could have learned the same way. Moreover, we understand that the teaching practice is crossed by the desire of control and completeness. The teacher is said to be the main responsible for the teaching-learning process; on the contrary, more than building up truths, interviewers had also exposed their anguish and fears, frequently stating their practice as an attempt. In conclusion, we understand that teacher education shouldn't be considered as a certain period of time because the identifications occur along the subject's life, and they build up inseparable representations of language, teachinglearning process, and teacher and student ? what interferes directly on the utterance about the teaching practice
Mestrado
Lingua Estrangeira
Mestre em Linguística Aplicada

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An, Jing. "American Teachers' Perspectives on Chinese American Students' Culture." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398875282.

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Hosseini, Saeideh. "Iranian Immigrant Women’s Gender Identities, Agency, and Investment in Second Language Learning." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510770475232966.

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Kusaka, Laura Lee. "Negotiating Identities: An Interview Study and Autoethnography of Six Japanese American TESOL Professionals in Japan." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/280935.

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Анотація:

Applied Linguistics
Ed.D
In this interview study involving the analysis of narratives collected from Japanese American professionals teaching English to speakers of other languages (TESOL) who have lived more than ten years in Japan, I focus on how the participants negotiated their often contested identities in the TESOL context in Japan. I use the notion of identity negotiation narrowly defined as "struggles which occur when certain identity options are imposed or devalued, and others are unavailable or misunderstood" (Pavlenko & Blackledge, 2004, p. 20). Most Japanese Americans share similar phenotypes with the majority of Japanese nationals, creating many misconceptions about our linguistic competence in Japanese and English and ability to act appropriately within Japanese cultural norms. Educational settings are also an arena contributing to a simplistic Japanese/non-Japanese, native speaker/non-native speaker (NS/NNS) framework within which such encounters are defined. I intend to illuminate the underlying assumptions responsible for the misconceptions that continue to challenge their authenticity. This is in line with inquiry into the role of race in TESOL (Curtis & Romney, 2006; Kubota & Lin, 2006). The six participants were two men and four women, including myself. I conducted multiple interviews individually and in groups over a period of four years. I transcribed the narrative data into numbered lines and reworked selected parts into stanza form (Gee, 2005) or used block quotes to analyze the identity negotiation processes. For the autoethnography, I used intensive reflective writings done throughout the course of this project in addition to interview data in which I am the interviewer who also shares stories. Through multi-layered analyses (Sorsoli, 2007), I hope to illuminate what the individuals' narratives reflect about the contested nature of values held about language, ethnicity, race, and identity in the context of English teaching, learning, and use in Japan today. I suggest that the findings and conclusions from this study can be applied to other contexts in the world as well. It is therefore important for the TESOL professional to become an actively critical observer of how her work is affecting all the stakeholders, including her own self.
Temple University--Theses

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Jackson, Holly D. "Revealing the Human Resource Development Discourse: A Mixed Methods Study of Similarities and Differences in Academic and Practitioner Language, or Labels-in-Use." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6062.

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Woven within the pages of HRD’s historical literature, a variety of scholarly voices can be found drawing attention to the increasing inconsistency in the language of the field. Within the literature, we also find evidence of a long-standing discord and debate regarding the field’s definition and identified boundaries. This is the first study that attempts to elevate the conversation of HRD’s definition to that of an exploration of what is shared, and what makes the discipline’s members unique. Utilizing Li’s (2009) lens of disciplinary identity and elements of Gee’s (1999) theory of Discourse, this study presents a concept of what HRD’s disciplinary identity may look like at the macro level. This study also investigates the construct from both the academic and practitioner lens, in an attempt to include perspectives and influences at the micro level regarding the discipline’s enacted identity in both scholarship and practice, which may aid the relationship between theory and practice. Embedded within the larger aim of this study was the goal of revealing current similarities and differences in academic and practitioner labels-in-use within the field of Human Resource Development. To that end, this study employed an explanatory sequential mixed methods design that began with a quantitative collection and analysis of text from the Association for Talent Development’s (ATD) website and the Academy of Human Resource Development’s (AHRD) website. A second, qualitative phase was then conducted consisting of interviews of a diverse group of academics and practitioners from institutional/organizational contexts that were believed to provide greater insight into the potential contextual nuances behind the quantitative results. Mixed analyses of the quantitative and qualitative findings found a variance in the language-in-use, as well as indications that the discipline’s espoused identity may not reflect what is actually lived. These findings also suggest insights into the discipline’s social actions and interactions at the micro level, providing support for a proposed cultural model of HRD at the macro level. Although this study is a first step in trying to better understand HRD’s language-in-use and overall disciplinary identity, it also provides evidence that viewing HRD’s language-in-use in this way warrants further investigation.

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Castro, Herciliza Maria Celso de. "Disciplina pedagógica como ferramenta para a formação específica (leitura e produção textual) do professor de língua materna." Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=374.

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Este trabalho tem por objetivo avaliar o impacto da disciplina pedagógica como ferramenta para a formação específica, no caso, leitura e produção textual do futuro professor de língua materna enquanto em formação. Exercemos a função docente em uma universidade particular de Belém (PA), ministrando disciplinas da área pedagógica em cursos de formação de professores nas diversas licenciaturas e vimos percebendo a dificuldade dos alunos em ler com entendimento os textos acadêmico-científicos trabalhados na disciplina. Esse problema não é restrito aos acadêmicos em formação, como também, está presente nos demais níveis e nas modalidades de ensino da Educação Básica e Superior, como nos relata a mídia, ao falar do desempenho de alunos em diversos exames nacionais como o Exame Nacional de Ensino Médio (ENEM) e o Programme for International Student Assessment (PISA), entre outros. O estudo foi realizado com alunos universitários que cursam o terceiro semestre do Curso de Língua Portuguesa de uma universidade particular do Pará, através de suas anotações em diários de aprendizagem, no decorrer das aulas da Gestão da Sala de Aula. Ancoramos a pesquisa no diálogo com alguns autores que abordam a temática sobre leitura, produção textual, letramento e uso do diário, como instrumento para o autoconhecimento e, também, nos pressupostos teóricos na construção do conhecimento dentro da perspectiva sócio-interacionista e discursiva. Apoiamo-nos também no conceito de reflexão crítica e no uso do diário como instrumento de pesquisa. A metodologia adotada na pesquisa foi do tipo qualitativa, de natureza etnográfica e de cunho interpretativista. Dessa maneira, os diários de aprendizagem foram instrumentos metodológicos bastante coerentes na formação dos futuros professores, pois foram eles, os grandes responsáveis pelo estudo em sala de aula, ou seja, o meu corpus de pesquisa. Analisamos as marcas lingüísticas reveladoras da construção identitária dos alunos, isto é, como os alunos relatam em seus diários o modo de apreensão da disciplina para sua formação profissional. Os resultados obtidos, por meio das análises dos enunciados elaborados pelos sujeitos em seus diários, evidenciam a mudança de crença dos alunos, a valoração, a assertividade, a transitividade, o jogo passado presente e futuro e, a interação dos alunos, por meio da realização das multiplicidades de vozes que apareceram no debate. A construção de novos saberes deu-se através de atividades individual e coletiva, levando os alunos a se apropriarem de novas descobertas, estimulando-os a pesquisar mais. Os alunos vivenciaram novas experiências e perceberam a importância do letramento, da leitura e produção de escrita, como uma grande contribuição positiva para o desenvolvimento e fortalecimento de identificação profissional atual e futura. Os diários serviram como uma ponte que conseguiu unir as teorias com as respectivas práticas pedagógicas, desenvolvidas no contexto do ensino da leitura e da produção escrita, foco do trabalho do futuro professor.
This study aims to assess the impact of educational discipline as a tool for specific training, particularly, reading and textual production, for the future professor of mother tongue while in training. We exercise the teacher function in a private university in Belém (PA), ministering disciplines in the educational area for training courses of teachers in different degrees, and we realized the students difficulty to read and understand the academic and scientific texts from the discipline. This problem is not restricted to academics in training, but also, is present in other forms of education, basic and higher, as reported by many students performance national examinations as the National High School Examination (ENEM) and the "Programme for International Student Assessment (PISA), among others. The study was conducted with university students who study the third semester of Portuguese Language Course, in a private university in the state of Pará, through your personal notes in learning diaries, during the lessons of Classroom Management. The research was based in some authors that address the topics; reading, textual production, literacy and the daily use as a tool for self-knowledge and also in theoretical assumptions in the construction of knowledge within the socio-interactionist perspective and discursive. We also support the concept of critical thinking and the use of the learning diaries as a search tool. The methodology adopted in the research was qualitative, with ethnographic nature and based on interpretation. Therefore, the learning diaries were used as methodological tools of learning were fairly consistent in the training of future teachers because they were largely responsible for the study in the classroom, our object of research. We analyzed the revealing linguistic marks from the pupils identity construction that is, as the students reported in their learning diaries how to contain the discipline to their professional formation. The results obtained by the analysis of texts in the students diaries, highlight the change of belief, valuation, assertiveness, transitivity, the game past present and future, the interaction of students through the implementation of multiplicities of voices that appeared during the discussion. The construction of new knowledge happened through individual and collective activities, leading students to take ownership of new discoveries, encouraging them to research more. Students had new experiences and realized the importance of literacy, reading, writing production, as a great positive contribution to the development and strengthening of current and future professional identification. The diaries served as a bridge to unite the theories with their teaching practices, developed for teaching of reading and writing production, the focus of future work of these teachers.

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Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.

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Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity. Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served. While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.

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Borges, Simone Sousa. "Crenças linguísticas na (des/re)construção das identidades dos professores de língua em formação no curso de Licenciatura em Letras da UEPG." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/440.

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This work aims at discussing believes in the (re/de)construction of identity in language teachers in formation process from a Language Licentiate course at Universidade Estadual de Ponta Grossa. Firstly, we start from the hypothesis that the analysed subjects: Língua e Texto (LT) and Introdução aos Estudos Linguisticos (IEL), both from the first year of the course, are responsible for (de/re)construction of some believes which some students bring with them when we come to the University concerning to what is language, grammar etc, as the subjects give opportunity to make important reflections for their formation. On the other hand, other believes seem to be quite resistent to the formation process. For data gathering in this qualitative basied research, we used four instruments: observations, documental analysis, semi-structured interview and daily records (LÜDKE; ANDRÉ, 1986). The participants of the research were teachers from a Language Licentiate Portuguese/Spanish, Portuguese/ English and Portuguese/France course in formation process. With the research results we concluded that observing teachers in formation process believes allows us to widely discuss their identity (de/re)construction, once we understand identity as being flexible and always in construction, as they are pervaded by new and different experiences which will confront other identities. We also notice that the teachers are strongly influenced by the academic environment, at least theorically, and is responsable for some changes in the believes related to the concepts of language, grammar, and teacher/student roles etc.
Este trabalho tem por objetivo discutir as crenças na (des/re)construção das identidades dos professores de língua em formação no curso de Licenciatura em Letras da Universidade Estadual de Ponta Grossa (UEPG). Para tanto, partimos da hipótese de que as disciplinas analisadas de Língua e Texto (LT) e Introdução aos Estudos Linguísticos (IEL), ambas do primeiro ano do curso, têm responsabilidade na (des/re)construção de algumas crenças que os alunos trazem consigo a respeito do que seja língua(gem), gramática etc. quando de sua entrada no ensino superior e, consequentemente, na (des/re)construção identitária deste, visto que as disciplinas oportunizam a realização de reflexões relevantes para sua formação. Por outro lado, outras crenças parecem ser mais resistentes ao processo de formação. Para a coleta dos dados desta pesquisa, de base qualitativa, utilizamos quatro instrumentos: observações, diário de campo, análise documental e entrevistas semiestruturadas (LÜDKE; ANDRÉ, 1986), o que permitiu que realizássemos uma coleta de dados mais ampla (SILVA, 2005). Os participantes da pesquisa eram professores em formação do Curso de Licenciatura em Letras português/espanhol, português/inglês e português/francês. Como resultados da pesquisa, concluímos que a observação das crenças dos professores em formação permite que se discuta mais amplamente sua (des/re)construção identitária, partindo de uma perspectiva de que suas identidades estão sempre em movimento, se (des/re)construindo, uma vez que são perpassadas por novas e diferentes experiências que se confrontaram/confrontarão com outras já existentes. Notamos também que os professores sofrem grande influência da academia, pelo menos teoricamente, e que esta tem responsabilidade na mudança de algumas crenças relacionadas às noções de língua(gem), gramática, papel do professor/aluno etc.

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Marzari, Gabriela Quatrin. ""Quem me ensinou o inglês que eu ensino?" A influência das tecnologias digitais na constituição da identidade do professor de línguas no século XXI." Universidade Catolica de Pelotas, 2014. http://tede.ucpel.edu.br:8080/jspui/handle/tede/370.

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Анотація:

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Information and Communication Technologies have been increasingly evident in the contemporary life, thus, influencing and redefining social practices such as teaching and learning (foreign) languages. It is due to the configuration of this new scenario, full of innovations and changing possibilities and, at the same time, so fluctuating and uncertain that the need arises to investigate the foreign language teacher identity in the 21st century. If we take into consideration that digital artifacts are currently quite accessible to Web 2.0 users and that they can be used as pedagogical tools in the processes of searching, constructing and socializing knowledge, then the social roles traditionally played by language teachers and learners will change, either complementing each other or changing from one to another. In this study, based on a qualitative perspective, our main objective is to investigate the identity of the (foreign) language teacher in the 21st century by analyzing the influence of digital technologies on networked learning. In order to do so, we will try to answer the following questions along the study: 1) How does the student learn in the 21st century?; 2) Who is responsible for or somehow contributes to the student learning?; and finally, 3) What is the role of the teacher in relation to the student learning? By analyzing the pedagogical contributions of Open Educational Resources, based on the Connectivism Theory, we conclude that knowledge is the result of different kinds of interaction, which are basically the agent-artifact type, understanding the artifact simply as a tool, or the agent-agent type, understanding the artifact as an actant (SIEMENS, 2004; LATOUR, 2005). Therefore, we understand that our initial hypothesis was confirmed in the sense that the identity of the (foreign) language teacher in the 21st century has been significantly altered mainly due to the numerous possibilities of accessing knowledge as offered by digital artifacts. This change allows us to rethink about the role of teachers in general since we believe that they have not been taking the main role in the current educational scenario and, thus, are not seen any longer as being responsible for the transmission and mediation of knowledge in favor of the learner. Rather, we believe that teachers have been performing a supporting role in the learning process in the sense that they integrate network elements ("nodes"), through which interactions or connections, that are considered essential to the construction and socialization of knowledge, have been developing. Therefore, along this study, we aim to highlight the role of the teacher as coadjuvant, not as protagonist of the teaching process anymore
A presença das Tecnologias da Informação e Comunicação é cada vez mais evidente na vida do sujeito contemporâneo, influenciando e ressignificando as práticas sociais de que participa, dentre elas, o ensino e a aprendizagem de línguas (estrangeiras). É devido à configuração desse novo cenário, repleto de inovações e possibilidades de mudança e, ao mesmo tempo, tão flutuante e incerto, que surge a necessidade de investigarmos a constituição da identidade do professor de línguas estrangeiras do século XXI. Se considerarmos que os artefatos digitais, atualmente bastante acessíveis aos usuários da Web 2.0, podem ser utilizados como instrumentos de mediação pedagógica, nos processos de busca, construção e socialização do conhecimento, os papéis tradicionalmente desempenhados por professores e aprendizes de línguas se alteram, ora justapondo-se um ao outro, ora deslocando-se de um para o outro. Neste estudo, de base qualitativa, temos como objetivo principal investigar a constituição da identidade do professor de línguas (estrangeiras) do século XXI, a partir de uma problematização acerca da influência exercida pelas tecnologias digitais na mediação da aprendizagem em rede. Para tanto, partimos dos seguintes questionamentos: 1) como aprende o aluno do século XXI?; 2) quem é responsável ou, de alguma forma, contribui para a sua aprendizagem?; e, por fim, 3) qual é o papel do professor em relação à aprendizagem do aluno? Ao analisamos as potencialidades pedagógicas dos Recursos Educacionais Abertos, sob a perspectiva do Conectivismo, concluímos que o conhecimento é resultado de interações do tipo agente-artefato, entendendo-se o artefato apenas como mediador, ou agente-agente, entendendo-se o artefato como agente (SIEMENS, 2004; LATOUR, 2005), desse modo, confirmando a hipótese inicialmente defendida neste estudo: a identidade do professor de línguas (estrangeiras) do século XXI está sendo profundamente alterada, devido, sobretudo, às inúmeras possibilidades de acesso ao conhecimento oferecidas pelos artefatos digitais. Essa transformação permite repensarmos o papel do professor de um modo geral, que, a nosso ver, deixa de exercer a função de protagonista no cenário educacional atual, ou seja, entendido como responsável pela transmissão ou mediação do conhecimento ao aprendiz, e passar a exercer a função de coadjuvante, no sentido que integra a rede de elementos ( nós ), por meio dos quais as interações ou conexões, essenciais à construção e socialização do conhecimento, se estabelecem e se proliferam. Portanto, ao longo deste estudo, buscamos destacar o papel do professor como coadjuvante, não mais como protagonista do processo de ensinar

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Aljehani, Khulod. "NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1777.

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This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold: (a) to offer a rich description of how novice, nonnative English speakers (NNES), especially teachers, constructed their identities and their positions, both inside and outside the classroom, and how they negotiated their access to power and were perceived as legitimate bilingual English teachers, as it pertains to the NNES label, and (b) theoretical multiplicity establishes a novel methodological approach to use narrative as a research tool that can fully capture the complexity of novice teachers’ identities. These purposes are embedded in an action and movement to remove stigmas that NNES English Language teachers experience because of the NNES label given to them and their learners (Kamhi-Stein, 2016). This study adopted the interview autobiographical narrative approach, reflections, and observations inside and outside the classroom because of the many life stories that were shared as a window or frame into understanding the participants’ experiences as English Language teachers. The findings suggest that the dichotomy of the native and nonnative English speaker is power-driven and political, rather than linguistic power (Canagarajah, 1999; Phillipson, 1992). This study’s participants were able to strategically position themselves as legitimate speakers where they were able to show a part of their identity that was worthy of investment. Their investment did not fit the community of practice (CoP) expectations. They were able to build relationships with the CoP and they felt satisfied in their job positions.

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Tavares, Carla Nunes Vieira. "Identidade itine(r)rante = o (des)contínuo (des)apropriar-se da posição de professor de língua estrangeira." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269770.

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Анотація:

Orientador: Maria José Rodrigues Faria Coracini
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta investigação tem como objetivo discutir os possíveis deslocamentos na constituição identitária do professor de língua estrangeira, especialmente de inglês, da educação básica, durante um processo de formação contínua. A hipótese direcionadora é de que os deslocamentos resultam da possível instauração de uma relação entre sujeitos de linguagem, e não necessariamente do processo de conscientização e reflexão promovido durante a formação. A fim de investigar essa questão, a pesquisa valeu-se da relação de afetação entre dois campos, a saber, os estudos sobre o discurso e a Psicanálise, em especial no que concerne às noções de linguagem, língua e sujeito. Os pressupostos principais que direcionam a pesquisa postulam a constituição identitária como uma construção discursiva flexível e contínua, que se dá por meio de identificações estabelecidas ao longo de toda a vida; e que uma relação entre sujeitos produz um laço social, cujo resultado é um reposicionamento discursivo que enseja a produção de algo novo e próprio do sujeito. Metodologicamente, a pesquisa se estabeleceu a partir da observação de um curso de formação contínua durante um ano e da coleta e análise de depoimentos, entrevistas, produções escritas dos professores participantes, bem como das minhas notas de campo enquanto pesquisadora. O olhar da análise enfocou os sentidos produzidos pelos dizeres que constituem o corpus da pesquisa, assim como os manejos observados em situações discursivas durante algumas intervenções de professores ministrantes do curso. Percebeu-se que a constituição identitária dos professores é construída por meio da imbricação de discursos que ora apontam para uma apropriação ideal da posição de professor, ora para uma imagem faltosa, desvalorizada tanto socialmente como pelos próprios professores. Observou-se, ainda, que os sutis deslocamentos na imagem que estes fazem de si, de seu ensino e da língua que devem ensinar resultam de um laço social sob a lógica predominante do discurso universitário
Abstract: This research aims at the discussion of possible subtle changes in the identity of the foreign language teacher, especially the English teacher in basic education, during the process of continuous education. The primary hypothesis is that the changes result from the possible establishment of a relationship between language subjects, and not necessarily from an awareness or reflection fostered during teacher's education. In order to investigate this matter, we resorted the contribution of two fields, that is, the studies about discourse and psychoanalysis, particularly that which concerns the notion of language, idiom and subject. The main presupposition which conducts the research affirms the identity constitution as a flexible and continuous discourse construction which happens via identifications established throughout life. Also, that a relationship among subjects produces a social bond which results in a discourse repositioning which will give occasion to the production of something new and singular coming from the subject. Methodologically, the research grew from the observation - during a year - of a teacher education program, as well as from statements, interviews, texts from the participating teachers, which were gathered and analyzed, and field notes from the researcher. The analysis of the corpus focused the possible meanings produced by the teachers' discourses, as well as the manoeuvres observed in discursive situations during some interventions by the ministering teachers of the program. It was possible to observe that the identity constitution of the participating teachers in continuing education is built through discourse overlappings which point at times to an ideal incorporation of the teacher position, and at other times to an incomplete self image, undervalued both socially as well as by teachers themselves. It was further noticed that subtle changes in the image these have of themselves, their teaching practice and the language they must teach result from a social bond under the predominant logic of the discourse of the university
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada

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Baladeli, Ana Paula Domingos. "Narrativas de identidade do professor de língua inglesa: o legado do Pibid." Universidade Estadual do Oeste do Parana, 2015. http://tede.unioeste.br:8080/tede/handle/tede/2433.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The debate on the professional identity of teachers is directly related to teacher education, because it allows us to understand their life stories, their expectations and the main role of discourses in the process of teachers identity and difference. The conception of identity that guides this thesis is that the socially conveyed discourses on English language teachers of basic education and on the teaching profession influence the (re)construction of professional identity of pre-service teachers. The subjects of this narrative research were ten students of the Teaching Initiation Scholarship Institutional Program (Pibid) from three public universities in the state of Paraná. The aim was to identify, in the students discourses, meanings regarding the teaching profession. To achieve this goal, I based the analysis of this narrative research on the New Literacy Studies (STREET, 1995, 2014; KLEIMAN, 1995), and studies on identity (HALL, 2003, 2009; SILVA, 2009; FERREIRA, 2014). The corpus included these instruments: written autobiographical narratives, audio interviews, questionnaire, observation and field research notes from the visits in the three universities. The results indicated that participation in the Pibid program has contributed to the students professional education, the development of a teacher-researcher profile, the learning of the profession, the understanding of the teacher s role, and the understanding of the English teacher s social role. The systematic integration of the Pibid students in the school environment, in addition to the collaborative work between the university and schools, has provided meaningful teaching practices and design of teaching materials in accordance with the education official guidelines. Although the program has contributed to the discussion of the English teacher education in the contemporary context, it was possible to identify, in the Pibid students discourses, facets of identity discourse based on the family culture (hereditary facet), the belief in vocation (vocational facet), the idealized discourse (romantic facet), the highly motivating teaching practices (enthusiast facet), and, finally, the missionary belief of profession (missionary facet). In general, the Pibid program has represented an important alternative for future teachers learn the profession, but, on the other hand, it has brought to light the complexity of educating English teachers interested in working in the context of public basic education
A discussão sobre a identidade profissional de professores está diretamente relacionada à formação de professores, isso porque permite compreender as trajetórias, as expectativas e o papel central que os discursos desempenham no processo de identidade e diferença dos professores. A concepção de identidade que fundamentou esta tese é a de que os discursos socialmente veiculados sobre os professores de Língua Inglesa da educação básica e também sobre a profissão professor influenciam na (re)construção da identidade profissional de professores em formação inicial. Os sujeitos desta pesquisa narrativa foram dez pibidianos de Língua Inglesa, bolsistas do Programa Institucional de Bolsa de Iniciação à Docência Pibid de três universidades públicas do Paraná. O objetivo foi identificar, nos discursos dos pibidianos, os sentidos construídos sobre a profissão professor. Para tanto, fundamentei a análise desta pesquisa narrativa nos Novos Estudos do Letramento (STREET, 1995, 2014; KLEIMAN, 1995) e em estudos sobre identidade (HALL, 2003, 2009; SILVA, 2009; FERREIRA, 2014). O corpus incluiu os seguintes instrumentos: narrativas autobiográficas escritas, entrevistas em áudio, questionários, observação e anotações de campo durante visitas nas três universidades. Os resultados indicaram que a participação no Pibid tem contribuído na formação profissional dos pibidianos, no desenvolvimento de uma postura de professor pesquisador, na aprendizagem da profissão, na compreensão do papel do professor e na compreensão da função social do professor de Língua Inglesa. A inserção sistemática dos pibidianos no ambiente escolar, somada ao trabalho colaborativo da universidade com as escolas, tem proporcionado práticas de ensino e desenvolvimento de material didático mais significativos e ajustados aos documentos oficiais de ensino. Embora o programa tenha contribuído para problematizar a formação do professor de Língua Inglesa no contexto contemporâneo, nos discursos dos pibidianos, foi possível identificar facetas do discurso de identidade profissional com base na cultura familiar (faceta hereditária), na crença de vocação (faceta vocacional), no discurso idealizado (faceta romântica), nas práticas pedagógicas altamente motivadoras (faceta entusiasta) e, por fim, na crença missionária de profissão (faceta sacerdotal). Em linhas gerais, o Pibid tem representado uma relevante alternativa para que futuros professores aprendam a profissão, mas, por outro lado, tem trazido à tona a complexidade de se formar professores de Inglês interessados em atuar no contexto do ensino básico público

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Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.

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The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.

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Javier, Eljee. "Narratively performed role identities of visible ethnic minority, native English speaking teachers in TESOL." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/narratively-performed-role-identities-of-visible-ethnic-minority-native-english-speaking-teachers-in-tesol(67d6ca08-8e83-4a1c-bad3-c880c6c1bdec).html.

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The binary distinction of “native speaker” and “non-native speaker” (NS/NNS) remains the primary way in which professionals are categorised in the field of teaching English to speakers of other languages (TESOL). This distinction is problematic because it is used to place greater value on native English speaking teachers (NEST) over non-native English speaking teachers (NNESTs). This distinction is argued to be largely based on linguistic features (Medgyes 1992; Cook 1999). However the aspect of race remains to be adequately discussed (Kubota and Lin 2006).This thesis has its origins in my personal experiences with racism because, as a Canadian- Filipino, my employer and my students did not accept me as a “real” NEST because I am “non-white”. In my initial research, during my MA TESOL, into the professional experiences of racism I coined the acronym “VEM-NEST”: visible ethnic minority, native English speaking teacher. I used this term to describe the particular group of teachers, to which I belong, who do not easily fit into the available categories of NS/NNS, and consequently NEST/NNEST.My thesis reported on the experiences of nine VEM-NESTs and how they performed specific identities during specific events. Their experiences were presented as individual restoried narratives which were developed from the combination of the participants’ written stories and one-to-one interviews. The restoried narratives were analysed using an analytical lens based on Labov and Waletzky’s (1967) structural approach. The findings suggest that VEM-NESTs need to meet a certain amount of “native speaker” norms in order to be given the opportunity to perform their VEM-NEST role identities in specific situations. This has particular implications for how the NS/NNS binary distinction needs a more nuanced understanding as a way of addressing the inequalities embedded in the way TESOL professionals are valued.

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Anderson, Roger W. "A Multiple Case Study of International Teaching Assistants’ Investment in an ITA Training Class." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587728379964874.

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Santos, Janete Silva dos. "Discurso sobre e de professores de língua materna no estado do Tocantins = modos de posicionamento do e em relação ao discurso oficial." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269291.

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Orientador: Carmen Zink Bolonhini
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Este estudo analisa o discurso de sala de aula, a partir do ponto de vista da Análise do Discurso, com base em Pêcheux (1983; 1997; 2002) e Orlandi (1993; 1998; 1999), considerando, primordialmente, as noções de identidade, lugar social e assujeitamento. Como existem, aqui, outras questões análogas em jogo, tais como imaginário social, interdiscurso e ideologia, a pesquisa de outros analistas também será considerada. A análise envolve excertos, extraídos de gravações em fitas de áudio e vídeo, de dois professores de português, da região norte (Araguaína, Tocantins) e de documentos oficiais, preparados por um grupo de pesquisadores de diferentes partes do país. Tais documentos (GESTAR, PCN, RT-TO) oferecem orientações nacionais para professores de língua materna. O objetivo principal deste trabalho é comparar a imagem de professor que emerge dos documentos com a imagem que a pesquisadora (Pq) constrói dos dois participantes (P1, com três anos de experiência, e P2, com sete), a partir da comparação entre as diretrizes oficiais e a forma como conduzem suas aulas de leitura e de produção escrita. Os resultados mostram que, no contexto de sala de aula, existem dois tipos de assujeitamento: passivo e reflexivo, que têm, respectivamente, uma conotação negativa e positiva
Abstract: This study analyzes classroom discourse from the point of view of Discourse Analysis, as formulated by Pêcheux (1983; 1997; 2002) and Orlandi (1993; 1998; 1999), considering primarily the notions of identity, social position and subjectivation. Since there are other analogous issues in play here, such as social imaginary, interdiscourse and ideology, the work of other analysts will also be considered. The analysis comprises excerpts from audio and video recordings of two teachers of Portuguese, from the north of Brazil (Araguaína, Tocantins) and from official documents, prepared by a group of researchers from different parts of the country. Such documents (GESTAR, PCN, RTTO) provide national guidelines for teachers of Portuguese. The main goal of this work is to compare the teacher's image that emerges from the documents with the image that the researcher (Pq) captures of the two participants (P1, three years of experience, and P2, seven), by comparing the official guidelines with the way they conduct their reading and writing classes. The results show that, in the classroom context, there are two kinds of subjectivation: passive and reflexive, which have, respectively, a negative and a positive connotation
Doutorado
Lingua Materna
Doutor em Linguística Aplicada

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Jose, Filho Antonio. "A performatividade na linguagem dos Kaiowa/Guarani." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/271142.

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Анотація:

Orientador: Rajagopalan, Kanavillil
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O povo indígena Guarani é formado pelos sub-grupos Ñandeva, Kaiowa e Mbyá, porém, localizam-se no sul de Mato Grosso do Sul somente os Ñandeva e os Kaiowa. Não obstante às intempéries pelas quais passou, o povo guarani não perdeu seu modo de ser e viver, bem como língua e costumes, muito embora, evidentemente com algumas modificações marcadas pelo contato com o não-índio. Já no final do século XIX, a Cia Matte Laranjeiras que obteve do governo federal o arrendamento das terras da região para exploração da erva-mate inicia o desmantelamento das aldeias, transformando-as em áreas de extração da referida erva-mate (cf. Brand, 1997:61). A partir da década de 1940, os índios guarani são afastados de suas terras para ceder espaço às colônias agrícolas implantadas na Região de Dourados pelo governo federal. E no começo da década de 1950 inicia-se a implantação de fazendas de criação de gado em locais apropriados para tal fim.Em função do esbulho de suas terras, os índios guarani, Ñandeva e Kaiowa dispersaram por toda a região dando origem a um movimento denominado esparramo, e servindo de mão de obra barata, principalmente no tocante a extração da erva-mate. Posteriormente foram reunidos indistintamente Kaiowa e Ñandeva em áreas reconquistadas e previamente demarcadas com a denominação de reservas indígenas. Deste modo, tais reservas agregaram índios de famílias diferentes da formação tradicional, sendo, pois, ainda, inevitável a aproximação entre os dois sub-grupos, dando origem a atual organização Kaiowa/Guarani.A preservação cultural e lingüística assegurada e mantida pelos Kaiowa/Guarani diz respeito à hipótese da resistência que direcionou meu trabalho. Tal resistência implementada pelos Kaiowa/Guarani constitui objeto de análise no âmbito da performatividade da linguagem usada pelos professores índios dessa etnia, na interlocução com o não-índio
Abstract: The people indigenous Guarani are formed by the sub-groups Ñandeva, Kaiowa and Mbyá, however, they are located in the south of Mato Grosso do Sul only Ñandeva and Kaiowa. In spite of to the bad weather for the which it passed, didn't lose his way of to be and to live, as well as language and habits, very away, evidently with some modifications marked by the contact with the no-Indian. Already in the end of the century XIX, the Cia Matte Laranjeiras that obtained of the federal government the leasing of the lands of the area for exploration of the maté begins the dismantling of the villages, transforming them in areas of extraction of the referred maté (cf. Brand, 1997:61). Starting from the decade of 1940, the Indians Guarani is moved away of their lands to give up space to the agricultural colonies implanted in the Area of Dourados, MS by the federal government. And at the beginning of the decade of 1950 the implantation of cattle breeding farms begins at appropriate places for such end. In function of the dispossession of their lands, the Indians Guarani, Ñandeva and Kaiowa dispersed for the whole area creating a denominated movement spread, and serving as hand of cheap work, mainly concerning extraction of the maté. Later they were gathered Kaiowa and Ñandeva faintly in reconquered areas and previously demarcated with the denomination of indigenous reservations. This way, such reservations joined Indians of families different from the traditional formation now, as well as, approximating the two sub-groups giving origin the current organization Kaiowa/Guarani. The cultural and linguistic preservation insured and maintained by Kaiowa/Guarani says respect to the hypothesis of the resistance that addressed my work. Such resistance implemented by Kaiowa/Guarani constitutes analysis object in the extent of the performatividade of the language used by the Indian teachers of that etnia, in the dialogue with the no-Indian
Doutorado
Doutor em Linguística

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Frazier, Mary Catherine Linville Malcolm E. "Teaching language minority students -- portraits of five teachers." Diss., UMK access, 2007.

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Thesis (Ph. D.)--School of Education and Dept. of Sociology. University of Missouri--Kansas City, 2007.
"A dissertation in education and sociology." Advisor: Malcolm Linville. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 20, 2007. Includes bibliographical references (leaves 267-283). Online version of the print edition.

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Rumar, Maria. "Studiehandledning på modersmål : En kvalitativ intervjustudie med lärare och studiehandledare i årskurs 1–6." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74039.

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Based on the experiences of a number of teachers and tutors, the overall purpose of this study is to contribute to knowledge about multilingual study guidance. The purpose is specified by the following questions: What experiences do teachers and tutors have of the importance of study guidance for the language, knowledge and identity development of multilingual students and what challenges do they face? What descriptions do teachers and tutors give of how multilingual study guidance can be organized and implemented and what challenges do they face? The method for this study is qualitative semi-structured interviews in seven focus groups consisting of 10 tutors and 19 teachers in grades 1–6. The perspective of the study is sociocultural and the result is interpreted based on the hermeneutic approach. The result of the study shows that the informants agree that study guidance favors language, knowledge and identity development of multilingual students by enabling students to strengthen and develop their mother tongue and second language in parallel to the development of subject knowledge. Through the opportunity to mediate their knowledge and thoughts, the students' sense of identity is strengthened and developed. Futhermore, the informants describe that multilingual study guidance is most commonly carried out during the lessons as well as in mathematics and social and science subjects. Several informants, mainly teachers express an uncertainty about how study guidance can be organized and implemented and what effects this will have on the development of multilingual students. The challenges that the informants in the study experience is that aspects of time and organization make it difficult to find forms of cooperation between teachers and tutors for the planning and evaluation of multilingual study guidance. The conclusion is that cooperation between teachers and tutors and knowledge of multilingual study guidance increase the multilingual students’ opportunities to develop.

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Rámila, Díaz Noemi. "L’identité professionnelle des enseignants d’espagnol langue étrangère pour adultes en France et en Espagne : état des lieux." Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100051.

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Cette thèse vise à analyser l’identité professionnelle des enseignants d’espagnol langue étrangère (ELE) dans deux pays de l’Union européenne, la France et l’Espagne. Nous estimons que malgré le développement de l’anglais, qui est devenue la langue la plus étudiée au monde, l’espagnol connait une grande expansion au niveau international. Néanmoins, bien que les enseignants soient l’élément le plus important de l’enseignement de langues, les recherches ne semblent s’intéresser à l’analyse de leurs circonstances professionnelles et socioéconomiques, ni à leur rapport au travail. En effet, les enseignants d’ELE sont confrontés à des enjeux particuliers, non seulement en France où l’espagnol est toujours en concurrence avec l’anglais, mais aussi en Espagne, où l’enseignement de la langue espagnole est devenu une source de revenus. On peut donc se demander : comment peut-on offrir un enseignement d’ELE de qualité lorsque le cœur même de l’enseignement demeure obscur ? Cette thèse donne des éléments de réponse à travers l’analyse de 76 entretiens à des enseignants d’ELE et de 329 réponses à un questionnaire en ligne
The objective of this thesis is to analyse the professional identity of teachers of Spanish as a foreign language in two European countries: France and Spain. In spite of the development of English, the most studied language in the world, Spanish is growing at a rapid pace. However, although teachers are the most important element in language teaching, research does not seem to be interested in the analysis of their professional and socioeconomic circumstances and the role of emotions in the workplace. Indeed, the teachers of Spanish face multiple challenges, not only in France where Spanish competes with English, but also in Spain, where the national language has become a new source of income. How is it possible then, to offer a quality teaching when the heart of teaching remains unclear? This thesis offers the analysis of 76 interviews to teachers of Spanish and 329 responses of an online questionnaire
El objetivo de esta tesis es el análisis de la identidad profesional de los profesores de español lengua extranjera (ELE) en dos países europeos: Francia y España. A pesar del gran desarrollo del inglés, que se ha convertido en la lengua más estudiada del mundo, el español está creciendo en todo el mundo. Sin embargo, aunque que los profesores son el elemento principal en la enseñanza de idiomas, las investigaciones parecen no interesarse en sus condiciones socio-económicas ni en su relación emocional con el trabajo. Ciertamente, los profesores de ELE están expuestos a múltiples desafíos, no sólo en Francia, donde la lengua española compite en la escuela con el inglés, sino también en España, donde la lengua nacional se ha convertido en una fuente de ingresos. Con base a estos datos, nos preguntamos: ¿cómo es posible ofrecer una enseñanza de ELE de calidad, cuando no se conoce el “corazón” de la enseñanza? Esta tesis ofrece el análisis de las entrevistas realizadas a 76 profesores de ELE, así como de las 329 respuestas obtenidas a un cuestionario en línea

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Дисертації з теми "Language Teacher Identity"

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