Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies

Liu, Yongcan; Xu, Yueting

doi:10.1016/j.tate.2010.10.013

Cited by 149 publications

(104 citation statements)

References 24 publications

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“…290). The influence of the above mentioned ìothersî on language teachersí identity has been referred to in some studies such as the one Liu andXu (2011) andPark (2012). For instance, Park (2012) investigated the status of non-native studentteachers in the United States where some of the student-teachers last their confidence due to the questions by the language learners about their ability in teaching English to the natives.…”

Section: Literature Reviewmentioning

confidence: 99%

Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

Rashidi

Meihami

2017

Journal of Teacher Education for Sustainability

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Teachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.

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Section: Literature Reviewmentioning

confidence: 99%

Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

Rashidi

Meihami

2017

Journal of Teacher Education for Sustainability

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“…Building on recommendations (Barkhuizen et al 2013) and the methodology of other studies (e.g. Clandinin and Connelly 2000;Liu and Xu, 2011;Tsui, 2007) this study designed its self-study process into three methodological steps:…”

Section: Methodsmentioning

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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“…Though typically validation may come in the form of aligning one's self with what other members from the same community of practice (CoP) (Trent, 2012;Vähäsantanen et al, 2008), validation may also come in the form of knowing what is practical and beneficial for students (e.g. Hayes, 2010;Liu & Xu, 2011) and knowing ways to transform pre-existing culture and structures to accommodate learning (Pantić & Florian, 2015).…”

Section: Donaldmentioning

confidence: 99%

“…Conflicts have been accounted for in several studies, such as those that look at a mismatch between students' low language proficiency and motivation with curriculum mandates or reform that call for a communicative pedagogical approach (Hayes, 2010;Liu & Xu, 2011), or when teachers are faced with the dilemma of maintaining a personal conviction, which may be at odds with cultural norms or practical solutions (Johnston, 2003;Johnston & Buzzelli, 2002;Phan, 2008), or even when teachers perceive themselves as being less competent users of English, especially those who are second language users of English operating in contexts where English is the official language (Zacharias, 2010). At times, teachers may be able to resolve or mitigate a conflict by appropriating suitable agentic actions.…”

Section: Introductionmentioning

confidence: 99%

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

Loo¹,

Trakulkasemsuk²,

Zilli³

2017

The Journal of AsiaTEFL

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This study examines teacher identity through conflicts and agency emergent from the narratives of five non-local English teachers working in Bangkok, Thailand. The examination of conflict and agency to gauge one's identity is suitable as these constructs are interdependent. Using a sociocultural approach, the study examined meaning and word choices found in the participants' narratives. The findings indicated that participants encountered conflicts with different social entities such as their employers' expectations, circumstances of their students, and interference from other stakeholders. The ways in which these conflicts were addressed depended on the workplaces of the participants, wherein those whose workplace had stronger social suggestion resorted to a resolved acceptance of difference, while participants whose workplace had weaker social suggestion enacted agency by modifying pedagogy or teaching content, or opposing the school administration. It was found that these agentic actions were carried out based on the notion of inclusivity and social justice. From these findings, the multifaceted identity of non-local English teachers was not only determined by their culture or country of origin but also by their work context. This study calls for further examination of international school settings, as well as the professional growth of non-local English teachers in such contexts.

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Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies

Cited by 149 publications

References 24 publications

Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

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

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

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