Being native and being foreign

2020 ◽  
Author(s):  
Harumi Minagawa ◽  
Dallas Nesbitt
Keyword(s):  
Identity Formation ◽  
Teacher Identity ◽  
Target Language ◽  
Linguistic Identity ◽  
Online Questionnaire ◽  
Tertiary Institutions ◽  
Individual Interviews ◽  
Tertiary Teaching ◽  
Teacher Identity Formation ◽  
Language Teacher Identity

Abstract Pennington and Richards (2016) argue that if the medium of instruction (MOI) is not the native language of the instructor, lack of proficiency in the MOI could bring about a lack of confidence. This study inquired how native Japanese as a Foreign Language (JFL) teachers at tertiary institutions in New Zealand and Australia perceive their English proficiency, how it influences their linguistic identity, and how the fact that they are native speakers of the target language influences their linguistic identity. Based on responses from an online questionnaire with more than 50 respondents as well as 12 follow-up individual interviews, this study argues that their linguistic identity is not narrowly conceived around their non-nativeness in English and nativeness in Japanese, but constructed from more multi-faceted aspects of language teacher identity formation, especially by factors pertinent to the very nature of the tertiary teaching environment in these countries.

scholarly journals Language Teacher Identity Formation

2021 ◽  
Vol 13 (1) ◽  
pp. 381-402
Author(s):  
Victoria Oliveira da Silva ◽  
Larissa Dantas Rodrigues Borges
Keyword(s):  
Foreign Language ◽  
Professional Identity ◽  
Identity Formation ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Teacher Identity ◽  
Emotional States ◽  
Teacher Identity Formation ◽  
Language Teacher Identity

Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study ­and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.

An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy

2019 ◽  
Vol 42 (1) ◽  
pp. 60-78
Author(s):  
Lina Qian ◽  
Haiquan Huang
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Teacher Identity ◽  
Negative Attitude ◽  
Teacher Autonomy ◽  
Structured Interviews ◽  
College English ◽  
Teacher Identity Formation ◽  
Teachers Attitudes ◽  
The Relationship

Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.

scholarly journals Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention

2020 ◽  
Vol 13 (2) ◽  
pp. 205979912092169 ◽  
Author(s):  
Sharon Chang ◽  
Carmen Martínez-Roldán ◽  
María E Torres-Guzmán
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teaching ◽  
Teacher Identity ◽  
Major Change ◽  
Bilingual Teaching ◽  
Bilingual Student ◽  
Bilingual Teacher ◽  
Teacher Identity Formation ◽  
Mediating Tools

While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the collective movement toward identity formation as the Change Laboratory participants (bilingual preservice teachers) conveyed their dilemma of to-be or not-to-be a bilingual teacher. We provide evidence on the relationship between the bilingual preservice teachers’ identity formation and their participation in the Change Laboratory intervention. The analysis made salient the role of two new Change Laboratory mediating tools, the adapted disturbance diary and individually generated four-field models, for the bilingual preservice teachers’ collective transformation in bilingual teaching. It also crystallized the importance of deepening the bilingual preservice teachers’ analysis of multiple languages and pedagogy as understood in the new bilingual teaching model in the Change Laboratory intervention.

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