Language Teacher Learning and Practice as Identity Work

Yazan, Bedrettin; Lindahl, Kristen

doi:10.4324/9780429342875-1

Cited by 24 publications

(28 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Liontas stated in his study Understanding Teacher Identity (Yazan & Lindahl, 2020), the interpretations of the teacher identity concept involve various facets such as "individualsocial matter and communities of practice," "role enactment and role negotiation," "sense of self and relationship to the world", "self-positioning and positioning by others", "social affiliation and discourse interaction", or what Gee has called "affinities" (Gee, 2001), as well as "cognition and emotion", and "agency change and subjectivity". The notion of "occupational identity" is also one of the constituents of the identity framework.…”

Section: Literature Reviewmentioning

confidence: 94%

See 1 more Smart Citation

Modelling Esp Teacher Identity in Ukrainian Tertiary Education

Rebenko

2021

ESPEAP

View full text Add to dashboard Cite

In an attempt to leverage knowledge in an ESP classroom, some university teachers find not much support from the university staff and administration in Ukraine. Yet, it hardly restrains ESP teachers to eagerly develop and construe their professional identity aimed at equipping students with employability literacy skills. A two-stage survey of three different groups of respondents was conducted at Taras Shevchenko University of Kyiv, Ukraine. The findings on the open-ended questionnaire allowed designing a rank of identity constituents, which appeared to be different in research groups’ perceptions. While both language and subject teachers valued “individual features” as the most significant and “work experience” as the least, the students correspondingly ranked the other categories – “professional knowledge” and “foreign language competence”. Within the close-ended questionnaire dataset, these discrepancies vanished. All research groups agreed on the model of “ideal” ESP teacher identity as a combination of significantly ranking categories: “methods of teaching” → “professional knowledge” → “individual features” → “foreign language competence” → “work experience”. The “professional knowledge” category was estimated twice as significant as the “work experience” domain. The research results are consistent with the recent studies on teacher identity simulation. New was ranking the ESP teacher identity model on constituents’ significance based on opinions of three different social groups – students, language teachers, and subject teachers. The worked-out model could remedy ESP teacher identity ambiguity due to approach fruitfulness.

show abstract

Section: Literature Reviewmentioning

confidence: 94%

“…Since its first mentioning by French writer Jean-Baptiste A. Karr in 1849, the notion of teacher identity has been described diversely in the educational landscape (Yazan & Lindahl, 2020). As the teacher identity contexts are varied (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Modelling Esp Teacher Identity in Ukrainian Tertiary Education

Rebenko

2021

ESPEAP

View full text Add to dashboard Cite

show abstract

“…There have been ample studies using autobiographies and autoethnographies for teachers’ reaffirmation of identities (Canagarajah, 2020; Park, 2013; Varghese, Daniels, & Park, 2019; Yazan, 2019; Yazan, Canagarajah, & Jain, 2020; Yazan & Lindahl, 2020). Among them, Yazan (2019) explored using autoethnography to investigate language ideologies and identity positions and found that ideological binaries had been destabilized as the participant constructed her teacher identity through narrative (p. 1).…”

Section: Literature Reviewmentioning

confidence: 99%

Defying “those who cannot, teach” and other stereotypes about teachers: Analyzing the Just Because poems written by ELL teacher candidates

Lee-Johnson¹

2021

TESOL Journal

View full text Add to dashboard Cite

This study analyzed the Just Because poems written by 57 teacher candidates who would become state-certified for teaching English language learners (ELLs) in U.S. public schools. The ELL teacher candidates contested and disrupted the stereotypes and assumptions about teachers, and they reaffirmed their professional identities through writing Just Because poems. The theoretical framework stems from Bakhtin's (1981) heteroglossia, which theorizes the sociocultural contextualities of the multivoicedness of teacher identities and ideologies.The data set includes poems, reflective notes, and blog posts, with a focus on analyzing the Just Because poems.The 57 ELL teacher candidates in the study reexamined stereotypes such as those who cannot, teach and knowit-all, and they reaffirmed their identities in the poems.The researcher suggests that teacher preparation programs consider using Just Because poems for teacher candidates to reexamine stereotypes and reaffirm their professional identities.

show abstract

“…It has also started to gain attention as a central construct used to examine the implementation of teacher identity as a "pedagogical tool" (Olsen, 2008, p. 5) and "pedagogical intervention" (Morgan and Clarke, 2011, p. 825) in language teacher education practices. For example, teacher educators have been reported examining a wide array of developed learning tools or pedagogical approaches by TESOL teachers in the development of student teachers' identity such as digital storytelling, Reflective Teaching Model, strength-based mentoring (Yazan and Lindahl, 2020) and critical auto-ethnographic narrative (Yazan, 2018). From a conceptual perspective, Fairley (2020) proposed a model of 'identity-centered' language teacher education.…”

Section: Introductionmentioning

confidence: 99%

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Yang

Han

2022

Front. Psychol.

View full text Add to dashboard Cite

The notion of teacher identity has gained momentum in second language (L2) teacher education in the past decade. However, the research into Chinese as a Foreign Language (CFL) teacher identity has yet to receive more attention. The study employed a narrative inquiry to explore a native Chinese CFL in-service teacher’s identity negotiation and transformation within an international teacher education program. Self-reported narrative accounts, including multiple in-depth interviews and once-a-term reflective journals, were complemented by field notes and program documents. This data captured how the participant teacher negotiated internally with self and externally with the new environment to pursue professional growth. Mezirow’s transformative learning theory was used to reveal the cognitive trajectory of the participant’s teacher identity transformation with critical reflection as the central stage. Further, guided by Eteläpelto et al.’s framework of professional agency, the study also unraveled multiple external and internal influences on the transformational trajectory. The findings confirmed the value of integrating these two theoretical perspectives to explore language teacher identity development and offer insights into L2 teacher education practices focusing on teacher identity development.

show abstract

Language Teacher Learning and Practice as Identity Work

Cited by 24 publications

References 1 publication

Modelling Esp Teacher Identity in Ukrainian Tertiary Education

Modelling Esp Teacher Identity in Ukrainian Tertiary Education

Defying “those who cannot, teach” and other stereotypes about teachers: Analyzing the Just Because poems written by ELL teacher candidates

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Contact Info

Product

Resources

About