Contextualizing teacher identity of non-native-English speakers in U.S. secondary ESL classrooms:A Bakhtinian perspective  

Oleh:

Huang, I-Chen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: LINGUISTICS AND EDUCATION: An International Research Journal vol. 25 (2014), page 119-128.
Topik: Teacher identity ; Non-native-English speakers; Qualitative study; Bakhtin; Language teacher education
Fulltext: LE_25_2014_Huang.pdf (517.76KB)

Isi artikel

Research on teacher identity has become increasingly vital to understanding language teachers and their professional practice. While teacher identity has been highlighted as situated, multiple and dynamic, the image of non-native teachers of English seems rigid and polarized. A gap has not been filled in is to examine the diversity of non-native teachers of English rather than solidifying them into a single group. This qualitative study aims to contextualize teacher identity of non-native speakers of English as both an individual and a social matter at an under-explored U.S. secondary ESL setting. Drawing on Bakhtin’s dialogism, the study illustrates how non-native teachers of English make sense of them-selves is formed through past histories and present environments. Their understanding of self is also interwoven with the perceptions of administrators and their relationships with students. Pedagogical implications are discussed.

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