Imagined Community Falling Apart: A Case Study on the Transformation of Professional Identities of Novice <scp>ESOL</scp> Teachers in China

Xu, Hao

doi:10.1002/tesq.42

Cited by 52 publications

(42 citation statements)

References 5 publications

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“…An imbalance or contradiction between what the teacher believes and what he or she does in the classroom can potentially result in a praxis breakdown. To illustrate this contradiction, Xu (2012) used the concepts of imagined and practiced identities as a framework for studying novice ESOL teachers. Imagined identities, according to her, are those in which teachers identify themselves, whereas practiced identities are those that can be seen in the practice of the classroom.…”

Section: Principle 5: Praxismentioning

confidence: 99%

A Critical Praxis: Narrowing the Gap Between Identity, Theory, and Practice

2016

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Praxis is the balance of pedagogical theory and practice. This literature review explores praxis from a critical lens in terms of identity for both students and teachers. The authors center their framework on Hawkins and Norton's (2009) five principles for critical language teaching. The first principle relates to the situated nature of the program and practices, which involves contextualizing the plot and the characters of the classroom. Second, responsiveness to learners encourages teachers to identify students' multiple identities and allow them to experiment with these. Third, dialogic engagement is the discussion of identity in the classroom. Fourth, reflexivity requires teachers to examine their practices and the ideologies that guide their beliefs about second language acquisition and learning. Fifth, praxis combines all of these elements to create and harmonize a critical classroom. The article ends with a call for teacher training that incorporates these principles to better assist English language learners.

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Section: Principle 5: Praxismentioning

confidence: 99%

A Critical Praxis: Narrowing the Gap Between Identity, Theory, and Practice

2016

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“…For example, in his work on teacher identities, Xu (2012) invoked the notion of practiced identities and contrasted it with the imagined identities of four novice ESOL K-12 teachers in China. Increasingly, more identity researchers have combined the constructs of scales and practice in their investigation of identity development.…”

Section: Scales and Translanguagingmentioning

confidence: 99%

Research tasks on identity in language learning and teaching

Norton¹,

Costa²

2017

Lang. Teach.

113

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The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how theories of identity have developed, and present a theoretical toolkit that might help scholars negotiate the fast evolving research area. In the second section, they present three broad and interrelated research questions relevant to identity in language learning and teaching, and describe nine research tasks that arise from the questions outlined. In the final section, they provide readers with a methodology toolkit to help carry out the research tasks discussed in the second section. By framing the nine proposed research tasks in relation to current theoretical and methodological developments, they provide a contemporary guide to research on identity in language learning and teaching. In doing so, the authors hope to contribute to a trajectory of vibrant and productive research in language education and applied linguistics.

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“…To her, being a teacher entailed bearing the moral responsibility of educating students so that they would become independent and take responsibility of their own lives. Unfortunately, the school where she was employed failed to provide enough space and support for Ms. Q to operationalize her imagined teacher identity (Xu, 2012) in a way that reflected her teaching beliefs. Consequently, Ms. Q indicated that she might leave teaching in the future, as she saw little room for professional improvement.…”

Section: Teaching English In China In a Neoliberal Agementioning

confidence: 99%

Professional Survival in a Neoliberal Age : A Case Study of an EFL Teacher in China

Costa²

2017

The Journal of AsiaTEFL

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This study explored the negotiation of a Chinese EFL teacher's teaching identity in light of recent critique of neoliberalism. Ms. Q, our focal participant, worked in a private English school that commodified English, and her main teaching responsibility was to prepare students for the IELTS test. We adopted an agency-centered approach to explore how Ms. Q's professional identity was negotiated in relation to the exercise and investment of her professional agency. In particular, Haneda and Sherman's (2016) job-crafting perspective on teacher agency was adopted to illustrate how Ms. Q was able to go beyond the prescribed teaching role assigned by the school. This move, in turn, contributed to her teacher identity development because she was able to exercise agency within the affordances and constraints of the given work context. Our data include classroom observation, interviews with Ms. Q and her students, Ms. Q's teaching materials and her posts in a Chinese social network (Wechat). Our findings revealed that Ms. Q's investment in constructing the desired teacher identity, that is, to be a good educator, supported her to transcend the prescribed space for teaching practice and make agentic decisions in the classroom that were in accordance with her teaching beliefs.

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Imagined Community Falling Apart: A Case Study on the Transformation of Professional Identities of Novice ESOL Teachers in China

Cited by 52 publications

References 5 publications

A Critical Praxis: Narrowing the Gap Between Identity, Theory, and Practice

A Critical Praxis: Narrowing the Gap Between Identity, Theory, and Practice

Research tasks on identity in language learning and teaching

Professional Survival in a Neoliberal Age : A Case Study of an EFL Teacher in China

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