Transcultural Voices: Exploring Notions of Identity in Transnational Language Teachers’ Personal Narratives

2019 ◽  
pp. 17-43
Author(s):  
Matilde Gallardo
Keyword(s):  
Personal Narratives ◽  
Language Teachers

Digital Storytelling Project for Language Teachers

2021 ◽  
pp. 50-68
Author(s):  
Mi-Hyun Chung
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Community ◽  
English Language ◽  
Digital Storytelling ◽  
Personal Narratives ◽  
Language Teachers ◽  
Bilingual Students ◽  
New Literacy ◽  
Language Class

This chapter will present a model of a digital storytelling project that is designed to help language teachers experience what their students would go through in the digital storytelling process. The model will give teachers an opportunity to reflect on the experience and plan for the implementation of the digital storytelling in their teachings. The chapter discusses concepts of new literacy, semiotics, and technology for language learning, and importance of teacher perspectives in relation to the presented model. The discussion also reminds readers that the ultimate goal of the teacher digital storytelling project is to support authentic and meaningful learning of their students, including English language learners (ELLs) and bilingual students. The digital storytelling approach is used to acknowledge diversity and promote culturally responsive teaching in a language class. Reading, writing, and sharing personal narratives in the digital storytelling offer opportunities to ELLs or bilingual students to understand the context, make voices, and contribute to a learning community.

scholarly journals Identity Development of Foreign Language Teachers in Lithuania

Verbum ◽  
2021 ◽  
Vol 12 ◽  
pp. 5
Author(s):  
Adam Mastandrea ◽  
Gabrielé Palaimaité
Keyword(s):  
Identity Development ◽  
Foreign Language ◽  
Teacher Identity ◽  
Personal Narratives ◽  
Case Study Research ◽  
Development Stage ◽  
Language Teachers ◽  
Structured Interviews ◽  
Foreign Language Teachers ◽  
Key Features

Teacher identity is an evolving, multi-dimensional concept of a teacher’s understanding of self, best understood as a dynamic narrative of self-growth. The present study is focused on hypothesized stages of teacher identity development (Pride, Survival, Experimentation, Disenchantment, Rebellion and Progressive Proficiency) and their occurrence in Lithuanian foreign language teachers. A series of semi-structured interviews were carried out with eight Lithuanian foreign language teachers to discover their personal narratives of teacher identity development.The findings of the qualitative case study research revealed that key features of the six possible identity stages were present across the unique experiences of theforeign language teachers interviewed. However, each research participant displayed only certain key features of each identity development stage rather than a combination of all the possible features. In general, less experienced teachers displayed fewer key features at certain identity stages, implying that they had not experienced particular phases of identity development to completion. The results suggest certain features of identity development stages can be omitted and then experienced later in a teacher’s career. Teacher satisfaction with compensation, job security, professional prestige and the education system in general were additional factors that contributed uniquely to the identity development of teachers working in Lithuania.

scholarly journals Becoming a Language Teacher

2015 ◽  
Vol 9 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Anne Huhtala
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Identity ◽  
Personal Narratives ◽  
Working Life ◽  
Teaching Profession ◽  
Language Teachers ◽  
Subject Knowledge ◽  
Heavy Workload ◽  
Future Work

In this qualitative study the author examined personal narratives written by 14 Finnish speaking student teachers of Swedish, in order to find out what they tell about their thoughts and feelings concerning their future work as language teachers. The following three themes were in focus: firstly, what university students tell about their reasons for wanting to become teachers in the first place; secondly, what kinds of worries concerning their future work they mention in their narratives; and thirdly, how student teachers could be supported during transition from teacher education to teaching. According to the study, students choose teaching for reasons that are related to: (a) teacher identity and (b) teaching profession. They see teaching as meaningful and rewarding, but tell about worries connected to: (a) appearing in class and not having enough subject knowledge; (b) contacts with teenagers and their parents; and (c) heavy workload and lack of time. The results give support to previous studies indicating that novice teachers would benefit from organized mentoring sessions during transition to working life, so as to make it smoother and less challenging.

Audio Stories as Incidental Language Teachers

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Ute Ritterfeld ◽  
Timo Lüke
Keyword(s):  
Language Learning ◽  
Low Socioeconomic Status ◽  
Language Teachers ◽  
Control Group ◽  
Low Socioeconomic ◽  
Migrant Families ◽  
Populations At Risk ◽  
Grammatical Skills ◽  
Entertainment Value

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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