Bright, D., Phan, L., 2011, Learning to speak like us: Identity, discourse and teaching english in Vietnam, in Asian Englishes: Changing Perspectives in a Globalised World, eds Lawrence Jun Zhang, Rani Rubdy and Lubna Alsagoff, Pearson Education, Singapore, pp. 121-140 (original) (raw)
Related papers
Teaching English as an International Language: Identity, Resistance and Negotiation
2014
Teaching English as an International Language: Identity, Resistance and Negotiation is an invaluable book that offers new perspectives on language and its education. The central theme of the book is how a group of Western-trained Vietnamese teachers of English shape, reshape, negotiate and appropriate their multiple identities in relation to their roles and selves in the context of teaching English as an international language. Phan explores this process of identity formation through a study based on in-depth interviews, group focus interviews, guided reflective writings and other informal communications.
http://www.multilingual-matters.com/display.asp?K=9781847690487 Building on both Western and Asian theoretical resources, the book examines how EIL teachers see themselves as professional and individual in relation to their work practices. It reveals the tensions, compromises, negotiations and resistance in their enactment of different roles and selves, especially when they are exposed to values often associated with the English-speaking West. The ways they perceive their identity formation problematise and challenge the seemingly dominant views of identity as always changing, hybrid and fragmented. Their experiences highlight the importance of the sense of belonging and being, connectedness, continuity and a coherent growth in identity formation. Their attachment to a particular locality and their commitment to perform the moral guide role as EIL teachers serve as the most powerful platform for all their other identities to be constructed, negotiated and reconstituted.
Teacher identities and English learners in mainstream classrooms: A discourse analysis
Critical Inquiry in Language Studies , 2018
The increasing placement of English learners (ELs) in mainstream classrooms in conjunction with scant attention given to teaching these students in preservice education and professional development suggests a need to better understand how mainstream teachers understand their professional identities as teachers of these students. The purpose of this qualitative study was to gain insight on how two mainstream teachers of ELs use language to construct their teacher identities and their engagement with EL students. Participants were interviewed multiple times and discourse analysis was employed to analyze their use of language. Overall, their teacher identities possessed a value for ELs being comfortable and welcomed in the classroom. However, participants positioned linguistic differences between ELs and themselves as barriers to learning and communication. The findings suggest a need to move beyond an inclusive disposition toward supporting mainstream teachers to recognize the development of ELs’ academic and language progress as integral to their professional identities.
Journal of Language, Identity & Education, 2022
As English has developed into a global language, comprehensive suggestions have been made for the integration of World Englishes (WE) and English as a lingua Franca (ELF) into language education. However, such suggestions have often encountered considerable resistance, in part due to the complexities in the formation of language teacher identity. In this paper, the authors employ a duoethnographic research method to explore how their encounters with WE and ELF have impacted their identities as a "native speaker" and a "non-native speaker" teacher of English. Through comparisons between their life histories, they demonstrate how their experience with WE and ELF have led to feelings of newfound legitimacy, and lingering incompleteness. The paper argues in order for the promotion of WE/ELF to be successful, more focus needs to be paid to the identity work required of teachers so that they can successfully and sensitively form a new conception of language teaching.
Translinguistic Identity-As-Pedagogy: Implications for Language Teacher Education
In this article, we argue that the pedagogical practices of teachers who have translinguistic histories, and indeed of all teachers, should be reconceptualized as solidly embedded within the context of their linguistic and social identities, and we explore the implications of such embeddedness for teacher educators. Pushing beyond the potentially over-simplistic dichotomy between native and non-native speaking English teachers (NEST/NNEST) (Higgins, 2003; Moussu and Llurda, 2008), we draw on identity as pedagogy (Morgan, 2004) in the context of multilingualism and global situatedness. We call for TESOL (Teachers of English to Speakers of Other Languages) teacher educators to explicitly and deliberately support teacher candidates’ understandings of the ways in which their lives interact with their teaching. In acknowledging that our teaching practices are informed by our life histories and that our identities impact our pedagogies, we as educators can strategically position ourselves to tap into identities as a pedagogical resource. In the following piece, we draw from the traditions of narrative inquiry and practitioner inquiry to share our collaborative reflections on our own pedagogical practice in order to create a space of support for multilingual, transnational teachers and teacher educators developing their pedagogical practice. We offer three narrativized examples from our own lives in classrooms to illustrate how the embodied identities that teachers perform, in these cases multilingual and globally situated identities, can be read and deployed in different ways.
Transnational Identities and Practices in English Language Teaching, 2021
The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein professionals increasingly operate across blurred national boundaries. The chapters address a range of related issues at the intersections of personal and professional identities as well as pedagogy and research in 'liminal' transnational spaces"-Provided by publisher.
Journal on English Language Teaching, 2020
Language is part of one's identity. Many a research has been conducted to prove that there is a strong relationship between language and identity. Nelson Mandela in his appease quotes once said, “ If you talk to a man in a language he understands, that goes to his head. If you talk to him in his mother tonguage, that goes to his heart. ” We all acknowledge, language is a means of communication, words establish meanings within the discourses and discourse vary in power. Language is having one of the powerful objects which completely shape one’s personal Identity. Without language, no culture can maintain its existence. Language is one of the primary and powerful means to explain us what we want, expect, and convey to the counterpart. In this changing world language is the one which identifies total ins and out of a speaker and listener. Today’s world is based on multilingualism; however, the scope of the mother tongue cannot be undermined. It is the mother tongue which establishe...