Teaching in the periphery: Teacher identity in community language schools

Nordstrom, Janica

doi:10.1016/j.tate.2020.103192

Cited by 16 publications

(4 citation statements)

References 41 publications

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“…This design was chosen because this study looked for the practice of extensive reading and its strength and weakness based on the teacher's view. A narrative inquiry tells the story of lived experience and investigates the participants' experience (Macías Villegas et al, 2020;Nordstrom, 2020). This study arose from the authors' experiences in implementing digital-mediated extensive reading.…”

Section: Methodsmentioning

confidence: 99%

Implementing Digital-Mediated Extensive Reading for Agriculture Students in Post-Pandemic: Inspiration from The Online Teaching

Prasetianto¹,

Ruminar²

2022

Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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Extensive reading is believed to be beneficial to help students acquire a language. Nevertheless, it is not easy to implement extensive reading, especially in the non-English department. The first constraint is cost because most of the extensive reading strategy uses a grader reader, which is expensive to buy. The second constraint is students' interest to read printed materials. The third constraint is reading log management. During the pandemic, we are inspired by how to implement extensive reading because we applied online learning. This new experience with online learning expands our insights. This paper aimed to elucidate how to implement extensive reading in the post-pandemic, which is not costly, and inform the strengths and weaknesses of implementing it. The research method used was a narrative inquiry. The authors highlighted prominent aspects during the implementation of extensive reading as the data of the study. The data was analyzed qualitatively. Some recommendations are discussed in conclusion.

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Section: Methodsmentioning

confidence: 99%

Implementing Digital-Mediated Extensive Reading for Agriculture Students in Post-Pandemic: Inspiration from The Online Teaching

Prasetianto¹,

Ruminar²

2022

Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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“…The first is outside context effects, such as intercultural adaptation ( Lapresta and Huguet, 2008 ; Soldatova and Geer, 2013 ; Lou, 2021 ) and classroom teaching ( Català, 2015 ; Lynch and Motha, 2023 ; Sang, 2023 ). The second type is about different forms of identity, such as teacher identity ( Edwards and Burns, 2016 ; Nordstrom, 2020 ; Chao, 2022 ; Robertson and Yazan, 2022 ; Zhang and Hwang, 2023 ) and professional identity ( Skjeggestad et al, 2017 ; Bagiyan et al, 2021 ; Desselle et al, 2023 ). Besides, the research on cultural identity and languages mainly focuses on the issue of national identity ( Caldas and Caron-Caldas, 1999 ; Lai, 2011 ) and immigrant identity ( Petreñas et al, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the cultural identity of EFL learners from the eco-linguistics perspective: evidence from students in arts college before and after the COVID-19 epidemic period

Peng

2023

Front. Psychol.

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The identity development process has individual and societal components and is inherently intertwined with one’s broader sociocultural milieu. The correlation between the personal and social aspects of an individual’s identity considerably influences their behavior within their environment. This study examines cultural identity changes among English as a Foreign Language (EFL) students by conducting a questionnaire survey based on the anxiety/uncertainty management theory by Gudykunst (1995, 1998). The questionnaire was distributed twice: Study 1 used data from 483 students and Study 2 used data from 359 students. After each study, 20 students’ descriptions of Chinese and Western cultures were analyzed in NVivo. Guided by the ecological research paradigm, this study examines the impact of individual differences on cultural identity at the macro-, meso-, exo-, and micro- levels. The findings suggest that social context can influence an individual’s cultural identity, and cultural identity development accompanies being “oneself.”

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“…Mentor teachers in communities of practice, with their wealth of teaching experience and expertise, can be of great help to the student teachers, for example helping them to quickly resolve problems in their teaching practice and to adapt to the working environment of teaching and learning. However, such socioculturally and power-constructed relationships may contribute to the formation of power relations and power hierarchies among groups of teachers, and such status gaps may constrain teachers' collaboration, thus limiting their deep learning [5,17,18]. For example, Gunn's study described an experienced teacher led the teachers in her community of practice in curriculum development in an authoritarian manner, which prevented the rest of the teachers from asking their pedagogical questions [17].…”

Section: Power Relations and Authority In Teachers' Practice Communitymentioning

confidence: 99%

Power Relations And Authority in Teachers' Online Communities of Practice: Formation, Impact, And Implications

Xu,

Zuo,

Chen

2023

IJEH

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Teachers' online communities of practice have become ideal environments for teachers' professional learning, however the catalysts and derivatives of interpersonal interactions, such as power relations and authority in teachers’ online practice communities have not received enough attention -- these factors affect the inquiry and learning in teachers’ online practice communities to some extent. This study selected a case study of an online community of practice composed of four teachers. Based on the relevant concepts of Goffman's micro-sociolinguistics, we explored how teachers construct power relations and authority through discursive interactions in an online practice community, as well as its impact and implications for teachers' pedagogical inquiry and learning. This study analyzes discursive interactions in teachers' online communities of practice from a sociological perspective, providing a new perspective for analyzing teacher participation and learning in teachers' online communities of practice.

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Teaching in the periphery: Teacher identity in community language schools

Cited by 16 publications

References 41 publications

Implementing Digital-Mediated Extensive Reading for Agriculture Students in Post-Pandemic: Inspiration from The Online Teaching

Implementing Digital-Mediated Extensive Reading for Agriculture Students in Post-Pandemic: Inspiration from The Online Teaching

Understanding the cultural identity of EFL learners from the eco-linguistics perspective: evidence from students in arts college before and after the COVID-19 epidemic period

Power Relations And Authority in Teachers' Online Communities of Practice: Formation, Impact, And Implications

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