In This Issue

Varghese, Manka M.; Motha, Suhanthie; Park, Gloria; Reeves, Jenelle; Trent, John Gilbert

doi:10.1002/tesq.333

Cited by 114 publications

(45 citation statements)

References 76 publications

(66 reference statements)

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“…In other words, language teacher education practices are still largely oriented toward TCs' acquisition of certain skills and knowledge without much direct attention to TCs' identity negotiation (De Costa & Norton, 2017;Kanno & Stuart, 2011;Song, 2016). Therefore, now that research in TESOL has repeatedly argued identity as the principal outcome of teacher education practices (Varghese et al, 2016;Waller et al, 2017), there needs to be a shift in the way these practices are designed for TCs to transform and transition into the kinds of teachers they envision becoming. I propose critical autoethnographic narrative as an attempt to facilitate such a shift.…”

Section: Critical Autoethnographic Narrative: An Identity-focused Amentioning

confidence: 99%

Toward identity‐oriented teacher education: Critical autoethnographic narrative

Yazan

2018

TESOL Journal

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Recent work on the theorization and exploration of language teacher identity contends that teacher education practices should focus on teacher identity as an explicit focus, yet little is known regarding how teacher identity can be integrated in TESOL teacher education. This article describes a teacher learning tool called critical autoethnographic narrative that can be utilized to promote identity‐oriented TESOL teacher preparation. Theoretically, the design of this tool relies on the earlier work on critical language teacher education (Hawkins & Norton, ), autoethnography as an account of identity development (Canagarajah, ), narrative as a teacher learning tool (Johnson & Golombek, ), and narrative as identity construction (Barkhuizen, ). As a program‐wide endeavor, critical autoethnographic narrative requires teacher candidates’ ongoing engagement with their narrative account through coursework and internship by attempting to deconstruct the dominant discourses with teacher educators’ feedback. Acknowledging TESOL teachers as knowledge generators, such endeavors also encourages teacher candidates to make contributions to scholarly publications with their narratives. The article closes with the description of possible challenges for teacher educators.

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Section: Critical Autoethnographic Narrative: An Identity-focused Amentioning

confidence: 99%

Toward identity‐oriented teacher education: Critical autoethnographic narrative

Yazan

2018

TESOL Journal

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“…Some research has also been done concerning gender identity and its role in the language learning process (see Castañeda-Peña, 2008). Although Nelson (2004Nelson ( , 2009) has since explored the topic, it is obvious that the call for research on queer language teacher identity made by Varghese, Motha, Park, Reeves, and Trent (2016) reflects a continuing and urgent need for examination of the topic.…”

Section: Language Teacher Identitymentioning

confidence: 99%

Queer English Language Teacher Identity: A Narrative Exploration in Colombia

Lander¹

2018

Profile: Issues Teach. Prof. Dev.

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This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews with the participants and then carried out a thematic analysis of these interviews which led to the emergence of three main themes. Here, I present the most prevalent theme, that of being a gay language teacher in the Colombian context which reveals that the participants all live their queer identity alongside their language teacher identity with ease although they do recount instances of homophobia which have impacted their day-to-day lives and their careers.Key words: Identity, language teacher identity, queer identity.Este artículo presenta resultados parciales de un estudio que exploró las relaciones entre la identidad del profesor de lenguas y la identidad queer en docentes de inglés que trabajan en Colombia. Tres profesores gais participaron en un estudio narrativo enmarcado en una perspectiva post-estructuralista de la identidad. Para recolectar los datos se realizaron entrevistas semiestructuradas con los participantes y se llevó a cabo un análisis temático que condujo a tres categorías emergentes. Este artículo se enfoca en el tema principal, ser un profesor de lenguas gay en el contexto colombiano. Esta categoría devela que los participantes viven su identidad queer con su identidad como profesores de lenguas cómodamente, aunque se refieren a momentos de homofobia que han impactado su vida diaria y sus carreras.Palabras clave: identidad, identidad del profesor de lenguas, identidad queer.

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“…Nonetheless, for a holistic definition of teacher identity, psychological, emotional and personal aspects have to be considered alongside legitimate professional ones (Bukor, 2015). This becomes all the more important, considering the role emotions play in shaping teachers' identity in regular teaching (Nichols, Schutz, Rodgers, & Bilica, 2016;Uitto et al, 2015) as well as foreign language teaching (Golombek & Doran, 2014;Varghese, Motha, Park, Reeves, & Trent, 2016). Emotions are as much an embodied experience as a cultural tool situated in the discursive, social and institutional frameworks that raise questions for identity (Zembylas, 2003).…”

Section: Emotions and Identitymentioning

confidence: 99%