Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective

Nguyen, Mai Xuan Nhat Chi; Dao, Phung

doi:10.1002/tesj.492

Cited by 29 publications

(30 citation statements)

References 35 publications

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“…Thus, it is essential to develop ‘ethical knowing’ that enables teachers to reflect on the moral purposes, values, and philosophy that guide their teaching practices ( Kubanyiova, 2014 ). Hence, Farrell (2011) and Nguyen and Dao (2019) underline the importance of engaging teachers in reflective practices and telling stories that assist teachers in realizing how their identities are shaped and constructed. Awareness of the importance of identity roles in teaching and reflection on their practices enables them to create teaching philosophies, methods, and environments that align with their values and beliefs about teaching ( Cirocki et al., 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Positivist or constructivist paradigms in MA TESOL programs: developing a knowledge base for TESOL in Saudi Arabia

Alzhrani¹

2022

Heliyon

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Section: Discussionmentioning

confidence: 99%

Positivist or constructivist paradigms in MA TESOL programs: developing a knowledge base for TESOL in Saudi Arabia

Alzhrani¹

2022

Heliyon

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“…Her struggle of participation in the university classroom in Australia and how she develops her identity in the communities of practice are the focus of our investigation. In this study, we negotiated our relationship with Andin as a researcher-participant as one of us has known her personally, and this positionality enables us to use "an insider view to elicit and understand the participant's stories" (Nguyen & Dao, 2019). Such relationship with the participant is thus an ongoing process, intended to work with the participant to co-construct lived stories and negotiate meanings from her experiences through interactive and dialogic communication.…”

Section: Participantmentioning

confidence: 99%

Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University

Ubaidillah¹,

Widiati²

2022

JEELS

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This narrative study explores identity construction and classroom participation of an Indonesian female student who attended a master’s program in TESOL in an Australian university. Grounded from identity and investment frameworks (Norton, 2000) and situated learning theory (Lave & Wenger, 1991), the study specifically probes into the changing identity construction across time shaped by the participant’s involvement in the community of practice. Data analysis followed Polkinghorne’s (1995) categorical procedure and Connelly and Clandinin’s (2006) three-dimensional space of narrative inquiry. The findings portray gradual and complex identity construction mediated by the participant’s agentive classroom participation. It was also found that the participant’s identity evolved across time together with a movement from peripheral to full participation. This study informs that L2 learning is dependent on social, emotional, cultural, and situated practices depicted in L2 learner’s classroom participation. It also highlights the need for incorporating narrative inquiry to understand multiple, subjective, and conflicting values in L2 learning and other educational contexts.

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“…Resistance is linked not only to identity, as noted earlier, but also to agency. As explained by Norton (2013), "While larger structural constraints and classroom practices might position learners in undesirable ways, learners, with human agency, can resist these positions in innovative and unexpected ways" (p. 21; see also Shapiro & MacDonald, 2017;Liu & Tannacito, 2013;Winchester, 2013).…”

Section: Contextualizing Resistance As Identity Workmentioning

confidence: 99%

Making Sense of Resistance: How Adult Immigrant Students Pursue Agency Through Identity Work in Higher Educational Contexts

Suh¹,

Shapiro²

2020

TESL Canada

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Student resistance in the language/literacy classroom has been an important focus of research in TESOL and applied linguistics. This article examines resistance by two adult-arrival immigrant students in a developmental literacy classroom, drawing from a larger ethnographic case study focused on students’ transition into community college. The students’ behaviours seemed puzzling or self-defeating to some college personnel, but when viewed through the theoretical framework of identity work, they can be read as attempts to counteract institutional marginalization. Findings from this analysis illustrate how an understanding of the histories, identities, and investments of adult immigrant learners can help educators respond to “difficult” moments in the classroom and beyond. This study has several implications for higher education practitioners: First, we must question our initial assumptions about student behaviours, so that we interpret those behaviours accurately. Second, we must be explicit about the norms of the academic culture, so that students can more effectively enact their desired identities and display symbolic capital in college courses. Finally, we must build curricula, policies, and pedagogies that are more inclusive and relevant for adult immigrant learners. These findings add to scholarly conversations about immigrant students’ funds of knowledge and agency enactment within postsecondary education. La résistance des étudiants dans la salle de classe de langue ou de littératie est devenue un point focal de la recherche en TESOL et en linguistique appliquée. Cet article examine la résistance de deux étudiants immigrants adultes récemment arrivés dans une classe de développement de la littératie, en s’appuyant sur une étude de cas ethnographique plus large qui se concentre sur la transition des étudiants vers un collège communautaire. Aux yeux de certains membres du personnel du collège, le comportement des étudiants semblait déroutant ou semblait nuire à leur réussite; cependant, quand on utilisait la perspective du cadre de travail identitaire, le comportement peut se comprendre comme des tentatives de contrecarrer la marginalisation institutionnelle. Les résultats de cette analyse illustrent comment la compréhension des histoires, des identités et des investissements des étudiants immigrants adultes peut aider les éducateurs à répondre aux moments « difficiles » dans la salle de classe et au-delà. Cette étude a plusieurs implications pour les praticiens de l’enseignement supérieur. Premièrement, nous devons remettre en question nos suppositions premières à propos du comportement des étudiants de façon à l’interpréter correctement. Deuxièmement, nous devons expliquer clairement les normes de la culture universitaire, afin que les étudiants puissent entrer plus efficacement dans leur identité recherchée et montrer leur capital symbolique dans les cours collégiaux. Pour conclure, nous devons créer des programmes, des politiques et des pédagogies qui soient plus inclusives et plus pertinentes pour les apprenants immigrants adultes. Ces résultats s’ajoutent aux conversations universitaires sur le fonds de connaissances des étudiants immigrants et leur capacité d’agir au sein de l’enseignement postsecondaire.

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Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective

Cited by 29 publications

References 35 publications

Positivist or constructivist paradigms in MA TESOL programs: developing a knowledge base for TESOL in Saudi Arabia

Positivist or constructivist paradigms in MA TESOL programs: developing a knowledge base for TESOL in Saudi Arabia

Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University

Making Sense of Resistance: How Adult Immigrant Students Pursue Agency Through Identity Work in Higher Educational Contexts

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