Book Review: The Identity of Language Teacher Educators 1 Reviewed by (original) (raw)

Theorizing Language Teacher Identity: Three Perspectives and Beyond

Journal of Language, …, 2005

Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing ...

Expanding the horizon of research in language teacher identity: An introduction

Routledge, 2015

Research on language teacher identity (LTI henceforth) in Applied Linguistics and ESL/TESOL has been gaining momentum in the last decade . Although our edited volume builds on the existing literature and research foundations of current LTI research, it is not designed to be merely another book on teacher identity in general, but rather one that focuses on specific debates and current perspectives on LTI. In this respect, our collection takes language and discourse as the essential media through which identity is constructed, maintained, and negotiated (Gee, 1996;. As language and discourse are important elements in the examination of teacher identities, narratives have become an established methodological approach in the understanding of how identities are constructed, and particularly in recent ELT/TESOL literature (e.g., the special issue of TESOL Quarterly on narratives in 2011). When it comes to the research on teachers' narratives, this tool has imposed itself as a powerful instrument in providing a clear sense of who

A Conceptual Framework to Understand Language Teacher Identities

Journal of Second Language Teacher Education, 2018

Language teacher identity (LTI) has recently become a prominent theme in the second language teacher education (SLTE) research because teacher identities play a major role in teachers' learning-to-teach processes and instructional practices. Teacher identity refers to teachers' dynamic self-conception and imagination of themselves as teachers, which shifts as they participate in varying communities, interact with other individuals, and position themselves (and are positioned by others) in social contexts. Therefore, it casts an influence upon a wide array of matters, ranging from how language teachers learn to perform their profession, how they practice theory and theorize their practice, how they educate their students, and how they interact and collaborate with their colleagues in their social setting. This paper offers a conceptual framework for LTI that explicates the interrelationships between teacher identity and these core constructs: teacher learning, teacher cognition, teachers' participation in communities of practice, contextual factors, teacher biographies, and teacher emotions.

Profiling Academic Research on Language Teacher Identities

Vol. 29 N° 2 (July/December), 2022

Within the field of TESOL, language teacher identity (LTI) has been the focus of a myriad of studies in the previous two decades. Researchers need to trace back in order to move forward, it is an essential step towards a comprehensive understanding of what has been done in LTI research. This review article provides an overall literature review on conceptual approaches of how identity is defined and perceived in the context of recent history. It is then followed by an analysis of dominant trends on recent studies of Language Teacher Identity to profile what, why, when, and who constitute seminal works in LTI research by tracing scholarly literature from 1975 to the present. A dataset retrieved and analyzed from Scopus was further correlated using Vantage Point software. The findings not only revealed the conceptual approaches, dominant trends, and methodological development in LTI research, but also identified the underexplored areas in transnational teacher identities, teacher educator identities, and online teacher identities, which provided implications for future LTI research directions.

A Review of Language Teachers’ Identity Development: A Focus on Cultural Identity Theories. [In English]

2019

Teacher identity has been considered among the most influential key factors in the realm of teacher education. Studies on teacher identity help teacher educators to find new and conducive approaches to develop teacher identity in different contexts. This study is a theoretical review aiming to accentuate the recent underlying concepts of teacher identity, language teacher identity, and language teacher cultural identity. To those ends, we scrutinize the related issues such as the different perspectives about identity; key concepts in teacher identity including teacher professional identity, teacher motivation and identity, teacher emotion and identity, and narratives and teacher identity along with non-native English language teacher identify construction and reflexivity and language teacher identity. Moreover, a review of the related theories about cultural identity has been done and presented to address the most referred theories of cultural identity. Finally, some concluding remarks about the theoretical underpinnings of language teacher cultural identity have been discussed.

Exploring Language Teacher Roles as Teacher Identity

Proceedings of the 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019), 2020

The article presents the concepts of teacher identity, how it relates to the particular characteristics of language teaching, and how teacher identity is developed through the teacher roles. In this article, teacher identity refers to the inservice PPG teachers' perception on the teacher roles as teacher identity. Drawing on a case study, including the use of questionnaires, a focus group discussion, the article demonstrates the relevant relation between teachers' identities and their roles in the classroom which comprises: 'teachers as teaching/learning material developer'; 'teachers as assessors and evaluators'; 'teachers as facilitators'; 'teachers as researcher'; 'teachers as learners'; and, 'teachers as researchers'. Implications for policy makers and practitioners are discussed. Keywords-in-service teachers; teacher roles; teacher identity I. 'Being recognized as a certain 'kind of person'; identity is connected not to internal states but to performances in society. It is also 'an important analytical tool for understanding schools and society'

In search of teacher identity in second language teacher education

TESOL Teacher Education Interest Section Newsletter, 2013

This article discusses how Second Language Teacher Education (SLTE) grew as a field by responding to issues internal and external to teaching English to speakers of other languages and locates language teacher identity as an emerging area of research within SLTE.

Language Teacher Education: Identities Under Construction

European Journal of Multidisciplinary Studies

This ethnographic and longitudinal study is aimed at investigating, analyzing and understanding the complex process of professional, social and cultural identity (re)construction of pre-service teachers in a Teacher Education Course at a Federal University in the extreme north of Brazil. The pre-service teacher’s narratives were investigated through a qualitative approach. The narratives were collected from these students-teachers during the four semesters of their supervised internship class in their undergraduate course, as well as the interactions they posted in the Community of Practice - CdP - and discussed in thematic sessions accomplished during the process of investigation.

Introduction: Identity, Transdisciplinarity, and the Good Language Teacher

What constitutes a “good teacher” and “good teaching” has come under much scrutiny in an age of globalization, transnationalism, and increased demands for accountability. It is against this evolving landscape and the pathbreaking work of the Douglas Fir Group (DFG, 2016) that this special issue engages the following two broad questions: (a) In what ways is language teaching “identity work”? and (b) To what extent does a transdisciplinary approach to language learning and teaching offer insight into language teacher identity? We begin this Introduction with a discussion on identity research in second language acquisition and applied linguistics, and then address innovations in language teacher identity research, exploring how this work has been advanced methodologically through narratives, discourse analysis, and an ethical consideration of research practices. We then consider how the transdisciplinary framework of the DFG, and its focus on macro, meso, and micro dimensions of language learning at the ideological, institutional, and classroom levels, respectively, might contribute to our understanding of language teacher identity. In the final section, we argue that the host of complementary theories adopted by the six contributors supports the view that a transdisciplinary approach to language teacher identity is both productive and desirable. Further, the contributors advance the language teacher identity research agenda by taking into consideration (a) how teacher identity intersects with the multilingual (Higgins and Ponte) and translingual (Zheng) realities of contemporary classrooms, (b) the investment of teach- ers in developing the semiotic repertoires of learners (Stranger–Johannessen and Norton) and a socially inclusive learning environment (Barkhuizen), and (c) the emotions (Wolff and De Costa) and ethical practices (Miller, Morgan, and Medina) of teachers. Central to all articles in this special issue is the need to recognize the rich linguistic and personal histories that language teachers bring into the classroom in order to promote effective language learning.