Introduction: Identity, Transdisciplinarity, and the Good Language Teacher

Autor/inn/en	De Costa, Peter I.; Norton, Bonny
Titel	Introduction: Identity, Transdisciplinarity, and the Good Language Teacher
Quelle	In: Modern Language Journal, 101 (2017), S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12368
Schlagwörter	Teacher Effectiveness; Interdisciplinary Approach; Language Teachers; Second Language Learning; Second Language Instruction; Professional Identity; Personal Narratives; Discourse Analysis; Applied Linguistics; Multilingualism; Semiotics; Ethics; Educational Practices; Innovation; Educational Research; Teacher Characteristics + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Erlebniserzählung; Diskursanalyse; Linguistics; Linguistik; Angewandte Linguistik; Mehrsprachigkeit; Multilingualismus; Semiotik; Ethik; Bildungspraxis; Bildungsforschung; Pädagogische Forschung
Abstract	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 teachers 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01