[PDF] Language Teacher Identity As A Site Of Struggle For Recognition A Narrative Understanding Of An English Teachers Identity Construction eBook

Author : Alison Stewart
Publisher : Multilingual Matters
Page : 147 pages
File Size : 16,45 MB
Release : 2020-03-02
Category : Psychology
ISBN : 1788927915

GET BOOK

This book presents the career narratives of an under-researched group of teachers: immigrant Filipino teachers of English working mainly with young and very young learners in Japan. It provides a nuanced and revealing critique of poststructuralist views of identity and proposes recognition theories as an alternative perspective. It explores the role of the community found in language teacher associations in the formation and strengthening of language teacher identity and reveals new insights into morality and social justice in language teacher identity. The narratives of the teachers and the communities of which they are part demonstrate how prejudice affects these teachers' lives, and how speaking about and celebrating success can affirm individual and group identity.

Author : Bertha Ramos Holguín
Publisher : Editorial de la Universidad Pedagógica y Tecnológica de Colombia - UPTC
Page : 170 pages
File Size : 28,90 MB
Release : 2018-12-03
Category : Foreign Language Study
ISBN : 9586603997

GET BOOK

This book shows the paths student-teachers embark on the construction of their identies within the frame of a student-centered approach perspective. Understanding teacher identity construction suggests perceiving a broad and socially-driven dimension. In such a way , humansare contextual, political, and culturally situated to continually make sense of their"selves" on a daily-basis. Delving into teacher identity construction issues is a relevant constituent for the contininual professional development of English language teachers.

Author : Patrick M. Jenlink
Publisher : R&L Education
Page : 298 pages
File Size : 43,45 MB
Release : 2014-04-09
Category : Education
ISBN : 1607095769

GET BOOK

Teacher identity is shaped by recognition or its absence, often by misrecognition of others. Recognition as a teacher, or the strong and complex identification with one’s professional culture and community, is necessary for a positive sense of self. Increasingly, teachers are entering educational settings where difference connotes not equal, better/worse, or having more/less power over resources. Differences between discourses of identity are braided at many points with a discourse of racism, both interpersonal and structural. Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society. Importantly, the authors illuminate many of the often problematic structures of schooling and the cultural politics that work to define one’s identity – drawing into specific relief the nature of the struggle for recognition that all face who choose to entering teaching as a profession.

Author : Tom Morton
Publisher : Edinburgh University Press
Page : 191 pages
File Size : 38,76 MB
Release : 2018-05-15
Category : Foreign Language Study
ISBN : 074865612X

GET BOOK

Analyses how different English language teacher identities and power relationships are oriented to and made relevant in social interaction.

Author : Bedrettin Yazan
Publisher : Springer
Page : 308 pages
File Size : 39,9 MB
Release : 2018-03-26
Category : Education
ISBN : 3319729209

GET BOOK

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.

Author : Thomas Joseph Walker
Publisher :
Page : 0 pages
File Size : 29,88 MB
Release : 2022
Category :
ISBN :

GET BOOK

Over the last few decades, there has been an enormous increase in scholarship attending to the ways social concerns shape ontologies of language and subsequently our understandings of language acquisition. Given the increasing awareness that language is always a socially situated, local practice, the importance of attending to the ways that power dynamics impact language learning can hardly be overstated. This is particularly true in the field of English Language Teaching, as the current, global demand for English is the direct result of centuries of colonial conquest and tightly connected to ongoing colonial legacies. While the theoretical support for the need to decolonize English Language Teaching is quite robust, much research is still required to help language teachers and language teacher educators put such theory into practice. In this critical ethnographic study, I contribute to this research need through a “small story” approach to oral interactional data, an approach which attends to the form and context of narrative productions in addition to the content. I utilize tools from the traditions of Discourse Analysis and Narrative Analysis to examine the discursive identity productions of five pre-service English language teachers over the course of their MATESOL degree program. I use collected textual artifacts, classroom observations, and faculty interviews to determine the manner in which social justice discourse was presented to my participants and to better situate the way my participants position themselves regarding this discourse in the conversational narratives I collected from them during individual and group interviews. My findings have implications for English language teacher education and critical language pedagogy, as I detail the ways that institutional structures and hegemonic ideologies posed obstacles to my participants’ adoption of socially transformative teacher identities and thus to their practical application of more socially just English language pedagogy. I offer particular attention to the potential hindrances posed by dichotomous understandings of theory and practice, the unaddressed emotional labor of critical pedagogy, metanarratives surrounding the politics of social justice education, neoliberal influences on teaching circumstances, and the excessively narrow, non-intersectional positioning of English-learning students.

Author : Richard Beach
Publisher : Routledge
Page : 257 pages
File Size : 33,31 MB
Release : 2015-03-05
Category : Language Arts & Disciplines
ISBN : 1317607902

GET BOOK

Countering the increased standardization of English language arts instruction requires recognizing and fostering students’ unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others’ identities, leading to different ways of being and becoming over time.

Author : Nami Sakamoto
Publisher : Springer Nature
Page : 154 pages
File Size : 48,4 MB
Release : 2021-12-08
Category : Language Arts & Disciplines
ISBN : 3030884007

GET BOOK

This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers’ world of language teaching within the classroom. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL).

Author : Julia Menard-Warwick
Publisher : Multilingual Matters
Page : 351 pages
File Size : 30,98 MB
Release : 2013-11-29
Category : Foreign Language Study
ISBN : 1783091126

GET BOOK

This book brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants. The author explores the development of teacher identity in these two very different contexts, and through the narratives of both experienced and novice teachers demonstrates how teacher identity affects the cultural pedagogies enacted in their classrooms.