teacher identities
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2021 ◽  
Author(s):  
Marc Jones ◽  
Matthew Noble

The prevalence of ADHD in the general population is estimated at approximately 7.1% (Thomas et al., 2019). In spite of this, in the language education literature attention is given only to learners with the condition, whereas teachers are overlooked. The authors explore their teacher identities and experiences of teaching and training as well as living with ADHD. The interplay between teaching and ADHD is explored, and the authors hope that more attention is given to the condition.


2021 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Angela Hostetler

“Teacher identity” is a popular topic for discussion and reflection in teacher education. We ask pre-service teachers to consider cultural and personal images of teachers (as expert, caregiver, authoritarian, and so on) in order to accept or resist these images as they contribute to the construction of their own teacher identity. Discussed in theory and aspirational language, teacher identity appears to behave in a reasonably orderly fashion; however, once the novice teacher is introduced to the dynamic world of teaching, teacher identity can become an absolute mess to untangle. As an approach to research, posthumanism offers us a chance to see this mess as beautiful in its lively, evolving, and relational condition. This posthumanist project takes to heart that in order to understand concepts such as identity differently, we must also look differently. After Taylor (2018), who describes posthumanist research as “allowing oneself to be lured by curiosity, surprise, and wonder” (p. 377), I conduct a diffractive auto/ethnographic study of several teachers to find out what happens if I take seriously the value of play in research, wondering what can be gained, in terms of understandings of teacher identities, through cartomancy as a potential source of knowledge. Semetsky (2011) has introduced the use of tarot reading to education theory as a semiotic system that can be engaged with to transform education and heal the human psyche. In my own work, I have built a practice that takes cues from Semetsky and also departs from her work, in the spirit of research creation (Chapman and Sawchuk 2012), forging its own unique method and artistic path. Conducting interviews with five self-identified teachers through video conferencing, I host a dialogue between myself, the teacher, and the tarot cards; a combination of friendly discussion, formalized interview, and tarot reading take place. This unconventional approach to research allows me to give generous attention to these teachers’ identities by acknowledging their connections to other selves, other humans, and more-than-humans. I am particularly hoping to find an expanded sense of teachers' self-perception and an increased recognition of a teacher’s multiple, connected, changing, and changeable identities.


SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110312
Author(s):  
Yang Gao

Using critical ethnographic narrative as a tool and language socialization as the theoretical stance, the article analyzes excerpts of a language teacher’s life experience and presents findings to join the existing literature. The article indicates that (a) transnational teacher identities develop in a multiple-identity system including identities as an L2 learner, teacher, user, critical thinker, and global citizen; (b) the identity development is not completely staged, but instead recurring; (c) the emergence, formation, and development of the identity system requires translanguaging, transcultural, and transnational capitals, which are accrued through socializing experiences; and (d) critical thinking and intellectual agency work as stimuli to sustain the identity development. The article contributes to the existing literature by presenting a conceptual framework in studying language teacher identities. This article ends up with some advocacy that identity as a pedagogy and tool may provide teacher educators with something innovative and helpful to conduct research in the field.


2021 ◽  
Author(s):  
Polpiti Acharige Apsara Kalpanie Wimalasiri

<p><b>Identity is constituted in and through language (Norton, 2005) demonstrating social, political and cultural ideologies of individual selves in interaction. Exploring identities of individuals as language users, learners and teachers allows linguistic and applied linguistic researchers to disclose meanings behind complex language related behaviours. This supports insights for the development of language education. </b></p> <p>In the current study, I explore identity performance and identity negotiation of multilingual English language teachers (MELTs) in New Zealand (NZ). I define MELTs as English language teachers who speak any other language(s) in addition to English. Exploring how MELTs perform and negotiate their identities in NZ is important due to several factors. First, people in society have various ideological assumptions regarding multilingual teachers involved in teaching English in an English speaking country; therefore, MELTs are required to negotiate their linguistic and social identities to suit the expectations of the institutions and students they serve. Secondly, there is no known study in NZ focused on MELT identities, even though the population of NZ is diverse, comprised of multilingual communities. Thirdly, revealing identity negotiation of MELTs supports language teacher educators to understand language teacher identities with regard to classroom realities. This provides insights to develop language teacher education programmes accordingly. </p> <p>I employed four different research methods: semi-structured narrative interviews, identity portraits and classroom observations followed by stimulated recall sessions to explore how MELTs perform negotiated identities in the classroom (RQ 1) and what ideological and interactional functions are served when they perform negotiated identities (RQ 2). Data from narrative interviews provided insights to understand teacher identities revealed through their biographies and classroom stories. In addition, teachers’ narratives revealed how teacher identities are constructed and positioned while being negotiated in their stories. Identity portraits and the recorded interactions provided insights to understand how teachers make semiotic links to various linguistic and social identities they perform as English language teachers, providing various indexical meanings to those identities. I observed how teachers perform negotiated identities in interaction with students through classroom observations. I also conducted stimulated recall sessions to investigate teacher responses for classroom scenarios. Triangulated data from all the sources generated themes answering the two research questions.</p> <p>The findings of the study show that MELTs perform multiple negotiated identities in interaction with students and myself with reference to the micro and macro social contexts in which they are situated. MELTs also demonstrate positive and negative identity practices in the classroom based on their English language and English language teaching ideologies. Furthermore, MELTs’ identity performances were observed to serve various ideological and interactional functions in the classroom. For instance, their negotiated identities support them practicing either monolingual or multilingual friendly language teaching. Moreover, some MELTs employ their negotiated linguistic identities to translanguage in the classroom, catering to the language needs of multilingual students. They also negotiate their teacher identities based on contextual factors. Thus, the findings of my study support language teacher educators, researchers and administrators to understand the contribution of MELTs towards English language education in New Zealand.</p>


2021 ◽  
Author(s):  
Polpiti Acharige Apsara Kalpanie Wimalasiri

<p><b>Identity is constituted in and through language (Norton, 2005) demonstrating social, political and cultural ideologies of individual selves in interaction. Exploring identities of individuals as language users, learners and teachers allows linguistic and applied linguistic researchers to disclose meanings behind complex language related behaviours. This supports insights for the development of language education. </b></p> <p>In the current study, I explore identity performance and identity negotiation of multilingual English language teachers (MELTs) in New Zealand (NZ). I define MELTs as English language teachers who speak any other language(s) in addition to English. Exploring how MELTs perform and negotiate their identities in NZ is important due to several factors. First, people in society have various ideological assumptions regarding multilingual teachers involved in teaching English in an English speaking country; therefore, MELTs are required to negotiate their linguistic and social identities to suit the expectations of the institutions and students they serve. Secondly, there is no known study in NZ focused on MELT identities, even though the population of NZ is diverse, comprised of multilingual communities. Thirdly, revealing identity negotiation of MELTs supports language teacher educators to understand language teacher identities with regard to classroom realities. This provides insights to develop language teacher education programmes accordingly. </p> <p>I employed four different research methods: semi-structured narrative interviews, identity portraits and classroom observations followed by stimulated recall sessions to explore how MELTs perform negotiated identities in the classroom (RQ 1) and what ideological and interactional functions are served when they perform negotiated identities (RQ 2). Data from narrative interviews provided insights to understand teacher identities revealed through their biographies and classroom stories. In addition, teachers’ narratives revealed how teacher identities are constructed and positioned while being negotiated in their stories. Identity portraits and the recorded interactions provided insights to understand how teachers make semiotic links to various linguistic and social identities they perform as English language teachers, providing various indexical meanings to those identities. I observed how teachers perform negotiated identities in interaction with students through classroom observations. I also conducted stimulated recall sessions to investigate teacher responses for classroom scenarios. Triangulated data from all the sources generated themes answering the two research questions.</p> <p>The findings of the study show that MELTs perform multiple negotiated identities in interaction with students and myself with reference to the micro and macro social contexts in which they are situated. MELTs also demonstrate positive and negative identity practices in the classroom based on their English language and English language teaching ideologies. Furthermore, MELTs’ identity performances were observed to serve various ideological and interactional functions in the classroom. For instance, their negotiated identities support them practicing either monolingual or multilingual friendly language teaching. Moreover, some MELTs employ their negotiated linguistic identities to translanguage in the classroom, catering to the language needs of multilingual students. They also negotiate their teacher identities based on contextual factors. Thus, the findings of my study support language teacher educators, researchers and administrators to understand the contribution of MELTs towards English language education in New Zealand.</p>


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