Becoming a Japanese Language Learner, User, and Teacher: Revelations From Life History Research

Armour, William S.

doi:10.1207/s15327701jlie0302_2

Cited by 24 publications

(21 citation statements)

References 13 publications

(13 reference statements)

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“…In the midst of this discussion, the issue of teacher identity plays a major role in describing the many identities adopted by these nonnative speaker teachers, who need to juggle at least 3 identities-L2 user, L2 learner, and L2 teacher-along with various sociocultural and political identities that are established in various institutional and interpersonal contexts (Armour, 2004;Duff & Uchida, 1997). For instance, Western-trained Vietnamese teachers of English in Ha's (2008) study "experienced changes in their identities as a result of their exposure to a new context with different cultural and pedagogical practices, but they seemed to negotiate their identities on the basis of 'dominant' identities" (p. 181), which was the Vietnamese cultural, learner, and teacher identity.…”

Section: Literature Review Teacher Identitymentioning

confidence: 99%

EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

Ortaçtepe

2015

Journal of Language, Identity & Education

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Adapting Norton’s (2000) notion of investment as an analytical lens along with thematic analysis, this longitudinal/narrative inquiry explores how 2 EFL teachers’ language socialization in the United States resulted in an identity (re)construction as teachers of intercultural competence. Baris and Serkan’s language socialization in the United States was marked with 3 identity investments: as an experienced EFL teacher, as an L2 user, and as a burgeoning scholar. The findings highlighted that teacher identities are not unitary, fixed, or stable but dynamic, situated, multiple (e.g., Norton Peirce, 1995; Varghese, Morgan, Johnston, & Johnson, 2005), and even sometimes blurred (e.g., Ochs, 1993). Copyright © Taylor & Francis Group, LLC

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Section: Literature Review Teacher Identitymentioning

confidence: 99%

EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

Ortaçtepe

2015

Journal of Language, Identity & Education

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“…Finally, as bilingual identities are contradictory and a site of struggle (Pierce, 1995;McKay & Wong, 1996;Armour, 2004), I realize that my identities formation will be constantly challenged, fastened and unfastened (Reed, 2001), and even, changed. But these are, after all, the skills and experiences that helped me progress towards a becoming confident nonnative English teacher.…”

Section: Resultsmentioning

confidence: 99%

An English Teacher Struggle to Establish Voice in the Periphery

Zacharias

2011

kata

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This paper explores my identity formation and the struggle to establish voice as a non-native teacher working in the periphery. While publication on non-native speakers' struggle into academia has been growing in the West, such publication is rare in the periphery where I have been working as an English language teacher for the last seven years. My personal reflection has shown that similar to their non-native colleagues working in the Center, non-native teachers also experienced marginalization that have fostered a perception that their nononativeness is a drawback. This leads to an identity of the non-native teacher s into a producer of errors and second-rate citizens despite years of learning English. From this personal narrative, I learned that it is crucial for teacher education programs to address issues of native/nonnatives as an attempt to unfasten destructive identity constructions that non-native speakers are accustomed to.

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“…She later took up study of Japanese and negotiated further shift in identity through acquiring her Japanese language self. Armour (2004) has presented an analysis of this dual role of learner-teacher in Narrator B's language learning experience.…”

Section: Analysis Of Narrative B Datamentioning

confidence: 99%

“…A considerable body of studies has used diverse theoretical approaches and methodologies to explore how individual language educator's beliefs, identity and experiences are related to their practice and their relationship with a professional community (Armour 2004;Canagarajah 2012). Despite the wealth of studies of teacher identity in TESOL and other language study areas, the study of Chinese language teacher identity has only recently emerged as a research priority (Sun 2012;Wang and Du 2014).…”

Section: Introductionmentioning

confidence: 99%

Limiting professional trajectories: a dual narrative study in Chinese language education

Moloney

Wang

2016

Asian. J. Second. Foreign. Lang. Educ.

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Introduction: The globally expanding community of educators involved in the teaching of Chinese as a Foreign Language (CFL) is being pushed to adapt to diverse educational contexts, engendering tension and dislocation. There has been limited success in efforts to modernise practice in the teaching of Chinese, with subsequent urgent calls for both a fresh approach to innovation, and for a better understanding of the nature of teacher experience in the professional community. This article reports a project which employed self-study to investigate, through analysis of reflective narratives, two career trajectories associated with Chinese as a foreign language. Results: The analysis of the narratives uncover issues of identity and power, in the shaping of the participants's practice and professional trajectories. The analysis provides illustration of how limitation in professional participation can result in limitation of innovative practice. The investigation identifies the formation of new independent decentralised professional communities for CFL. Conclusions: The study offers recommendations to promote innovative practice which can support more effective teaching and learning.

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Becoming a Japanese Language Learner, User, and Teacher: Revelations From Life History Research

Cited by 24 publications

References 13 publications

EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

An English Teacher Struggle to Establish Voice in the Periphery

Limiting professional trajectories: a dual narrative study in Chinese language education

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