Teaching University in a Second Language: What Are the Impacts on Professors' Academic Roles and Identities?

Autor/in	Knoerr, Hélène
Titel	Teaching University in a Second Language: What Are the Impacts on Professors' Academic Roles and Identities?
Quelle	In: European Journal of Higher Education, 9 (2019) 3, S.285-299 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knoerr, Hélène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2019.1602477
Schlagwörter	French; English; Language of Instruction; College Faculty; English (Second Language); Foreign Countries; Universities; Second Language Learning; Teacher Role; Professional Identity; Teacher Attitudes; Self Concept; Emotional Response; Self Efficacy; Bilingual Education; Professional Recognition; Social Discrimination; Canada (Ottawa) + Suchen Sie Ihr Suchwort? Französisch; English language; Englisch; Teaching language; Unterrichtssprache; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; University; Universität; Zweitsprachenerwerb; Lehrerrolle; Lehrerverhalten; Selbstkonzept; Emotionales Verhalten; Self-efficacy; Selbstwirksamkeit; Bilingual teaching; Bilingualer Unterricht; Soziale Benachteiligung; Soziale Schließung
Abstract	As an officially bilingual institution, the University of Ottawa, the world's largest bilingual French/English university, requires that some of its professors teach in their second language. Although the needs of students studying in their second language are well documented, very little is known about the experience of professors who teach in their second language. It is therefore important to study the impact of this situation on professors' academic roles and identities in order to understand their needs. We interviewed forty-two University of Ottawa professors who teach or have taught in their second language about the professional, personal, and emotional impact of this situation. We analyzed the interviews using a mixed methodology. This paper presents the preliminary findings from the twenty-one Francophone professors who teach in English regarding the impact of this situation: although their linguistic and cultural identities are not affected, their emotional selves, their academic identities and their professional roles are significantly impacted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01