Language Teacher/Translator Gendered Identity Construction: From Dilemmatic to Agentive—Big Lives Through Small Stories

2019 ◽  
pp. 45-68
Author(s):  
Tanya Linaker
Keyword(s):  
Identity Construction ◽  
Language Teacher ◽  
Gendered Identity ◽  
Small Stories

scholarly journals Language teachers’ narratives and professional self-making

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Carla Lynn Reichmann ◽  
Tania Regina de Souza Romero
Keyword(s):  
Identity Construction ◽  
Teacher Development ◽  
Language Teachers ◽  
Panoramic View ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Methodological Choices ◽  
Professional Self ◽  
Awareness Raising ◽  
Implicit And Explicit

ABSTRACT This article addresses language teacher education, considering the relevance of implicit and explicit theories, methodological choices, teacher representations and practices. Specifically, the purpose is to report and discuss studies developed by two researchers who work with narratives and focus on language teacher development, teacher literacy (Kleiman & Matencio, 2005) and identity construction (Barkhuizen, 2017). Thus, a panoramic view of work in progress is offered, and the field for novice and experienced educators in Brazil is problematized. As a result, the authors understand that teacher awareness-raising and transformations have been successfully enabled, which is confirmed by the several deriving publications mentioned.

Young children on the stages

2013 ◽  
Vol 23 (2) ◽  
pp. 323-343 ◽  
Author(s):  
Anna-Maija Puroila
Keyword(s):  
Young Children ◽  
Identity Construction ◽  
Day Care ◽  
Continuous Process ◽  
Day Care Centers ◽  
Research Material ◽  
Research With Children ◽  
Small Stories ◽  
Active Reconstruction ◽  
Children's Identity

In this article, I approach day care centers as stages upon which various small stories are constructed and performed by young children and other interlocutors. The aim of the article is two-fold. Methodologically, the paper is a tentative application of Erving Goffman’s dramaturgical perspective onto narrative research with children. Empirically, the aim is to explore day care centers as narrative environments that constitute children’s lives and identities. I anchor my analysis and interpretation of research material, collected in two groups of children, in three perspectives. Firstly, I focus on the spatial practices of the day care centers, framing the construction of small stories. Secondly, I deal with the production of small stories between cultural routines and active reconstruction. Finally, I draw attention to children’s identity construction as a continuous process influenced by a variety of individual, material, contextual, cultural, and interactional factors.

Language teacher identity construction: Insights from non-native Chinese-speaking teachers in a Danish higher educational context

2018 ◽  
Vol 4 (2) ◽  
pp. 271-291 ◽  
Author(s):  
Chun Zhang ◽  
Ying Zhang
Keyword(s):  
Foreign Language ◽  
Identity Construction ◽  
Teacher Identity ◽  
Native Speaker ◽  
Language Teachers ◽  
Working Environment ◽  
Educational Context ◽  
Language Teacher ◽  
Higher Educational ◽  
Language Teacher Identity

Abstract This qualitative study concerns foreign language teacher identity construction, where the focal participants are four non-native Chinese-speaking teachers (NNCSTs) working in a higher educational context in Denmark. The study aims to go beyond the current prevailing research on native speaking (NS) teachers by making NNCSTs’ challenges and contributions visible and meaningful. It attempts to raise awareness of NNCSTs’ voices and seek better understanding of their identities as foreign language teachers. Data are gathered from in-depth questionnaires, audio-recorded interviews, classroom observations and field notes over a period of four years. Participants’ perceptions of native Chinese-speaking teachers’ (NCSTs) pedagogical practices and their critical reflections on personal and professional traits as effective language teachers are examined. The roles of non-nativeness in a non-Chinese working environment are also explored. The study concludes that being a NNCST does not create barriers in a local Danish context. Rather, non-native speaker status has positive advantages over teacher-student relationships and interactions. NNSCTs’ beneficial personality traits, comparatively high sensitivity to linguistic and cultural differences, empathetic understanding of students’ learning trajectory, along with their constant and conscious development of locally appropriate practices, altogether enhance the process of professional identity construction.

All in the family

2010 ◽  
Vol 20 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Alla V. Tovares
Keyword(s):  
Identity Construction ◽  
Narrative Analysis ◽  
Large Scale ◽  
Family Members ◽  
Living Room ◽  
Discursive Construction ◽  
Family Identity ◽  
Narrative Structures ◽  
Small Stories ◽  
Dining Room

In recent years, narrative analysis has experienced what can be identified as a small stories turn. Specifically, some researchers, especially Bamberg (2004, 2006), Georgakopoulou (2006, 2007), Bamberg and Georgakopoulou (2008), have argued that the analysis of small stories that have been previously overlooked in favor of large-scale autobiographical narratives presents a valuable contribution to our understanding of identity construction and display. This paper builds on and extends the discussion of small stories as sites for identity construction by demonstrating how various small stories — retellings, hypothetical narratives, near-narrative structures as well as short past-oriented narratives — all construct a coherent family identity that includes pets as members. While a number of previous studies considered narrative as a key site for exploring how family members construct social identities, they primarily focused on individual family members and centered their analyses on traditional past-oriented narratives often limiting their settings to dinner-table conversations or interviews. In contrast, this study, drawing on prior studies of discursive construction of a shared family identity (Gordon, 2007) and pets as family members (Tannen, 2004), demonstrates how a shared family identity that includes pets emerges in diverse small stories that are embedded in on-going conversations and occur in a variety of places: a car, a dining room, a living room. This paper also shows how small stories about pets simultaneously create a shared family identity that includes pets and situate this family within a larger social discourse, or Discourse (Gee, 1996, 1999), of treating pets as family members.

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