Language teacher identity

2019 ◽  
Vol 52 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Hayriye Kayi-Aydar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Teacher Identity ◽  
Classroom Practices ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Pedagogical Choices ◽  
Language Teacher Identity

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

scholarly journals Researching Identity in Language Teachers – Current Challenges and Implications

2021 ◽  
Vol 9 (4) ◽  
pp. 174
Author(s):  
Jennifer Ngan Bacquet
Keyword(s):  
Cultural Identity ◽  
Teacher Identity ◽  
Cultural Landscape ◽  
Language Teachers ◽  
Online Classroom ◽  
Language Teacher ◽  
Student Centered ◽  
Pedagogical Choices ◽  
Pedagogical Research ◽  
Language Teacher Identity

Language teacher identity has been at the forefront of pedagogical research in recent years; this has become particularly important due to the demographic changes seen throughout the world since 2015; since then, there have been significant changes in the cultural landscape of schools in general and language teaching in particular, which presents unique challenges for teachers in their process of identity construction. This study aims to explore the transformative nature of language teacher identity in two settings: teaching in online classrooms in one’s home country, and teaching in online classroom abroad. The research will explore how cultural identity shapes an educators’ relationship with students, how one’s own cultural identity influences methodological and pedagogical choices, how these can improve literacy in the young adult classroom, as well touching upon the relevance of cultural identity is in a developing teacher. The findings revealed a general consensus on the need to gear pedagogigcal practices towards a student-centered approach; they further showed a general split in how teachers view the role that cultural identity plays in the classroom: while some felt that local cultures hindered their approach to teaching, others felt it helped build rapport and understanding between teachers and learners.

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.

scholarly journals DEVELOPING MEDIATIVE COMPETENCE AS SOFT SKILLS COMPONENT OF FUTURE FOREIGN LANGUAGE TEACHERS

2021 ◽  
pp. 128-134
Author(s):  
Hanna Piskurska ◽  
Oksana Popova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Soft Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Teacher Student ◽  
Training Exercises

The article focuses on the problem of developing soft skills of the students majoring in Foreign Language Teaching. The article aims at designing a set of exercises for developing the mediative competence as a component of future foreign language teachers’ soft skills. The following groups of exercises have been selected and described: non-communicative analytical, receptive, partially analytical mediative, and purely communicative. It is concluded that the mediative competence of future foreign language teachers is acquired by the integration of all types of training exercises. Keywords: professional competence; soft skills; mediative competence; meditative activity; professional training; foreign language teacher; student; exercise.

scholarly journals Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 57-72
Author(s):  
Darío Luis Banegas
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teacher Development ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Online Questionnaire ◽  
Efl Teachers ◽  
Research Findings

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

scholarly journals The Relationship of Georgia's Rural Foreign Language Teachers' Sense of Efficacy to Teacher Attrition

2019 ◽  
Vol 31 (3) ◽  
Author(s):  
Peter Swanson ◽  
Robin Huff
Keyword(s):  
Teacher Efficacy ◽  
Foreign Language ◽  
Content Knowledge ◽  
Two Dimensions ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Preparation Programs ◽  
Language Teacher ◽  
Rural Teachers ◽  
New Instrument

Foreign language teachers are in critical need in many parts of rural America. Using Bandura's conceptual framework of self-efficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new instrument is psychometrically sound and there are two dimensions to language teacher efficacy: Content Knowledge and Facilitating Instruction. Positive correlations between the two surveys suggest that teaching languages requires more than just strength of content knowledge and FL teachers may need assistance engaging students. Aditionally, it appears female novice Spanish teachers are more prone to attrition than teachers of other languages. The research holds implications for professional development opportunities as well as teacher preparation programs. 

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

scholarly journals OFFICIAL PEDAGOGY, FOREIGN LANGUAGE TEACHING AND LITERACY: A FUNCTIONALIST PERSPECTIVE

2016 ◽  
Vol 3 (Special) ◽  
pp. 131
Author(s):  
BEL A. NEDDAR
Keyword(s):  
Foreign Language ◽  
Functional Activity ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Theoretical Framework ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Functional Linguistics ◽  
Educational Requirement

The theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on the educational requirement for any country to join the socio-economic revolutionary processes of Globalisation.

scholarly journals A study of the level of professional image of future foreign language teachers in Ukrainian universities

2020 ◽  
pp. 1-20
Author(s):  
Yuliia Nenko ◽  
Tetiana Sytnik ◽  
Olena Orlova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Professional Image

The article addresses the problem of development of the professional image of a foreign language teacher in Ukraine. The present study was contemplated to ascertain the attitude of university students in Ukraine towards the studied notion and reveal the level of its formation. The structure of the professional image of future foreign language teachers consist of several underlying constructs which have been described in the paper: cognitive, axiological and operational components. Results show that Ukrainian teachers-to-be held different perceptions to the notion of professional image of a foreign language teacher. The purpose of this survey is to provide suggestion of organizational, personal and pedagogical conditions to facilitate the development of professional image of future foreign language teachers in Ukrainian higher education institutions.

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