ESP Teachers' Transitional Experiences in the Third Space: A Double-Edged Sword

Autor/inn/en	Meihami, Hussein; Krajka, Jaroslaw
Titel	ESP Teachers' Transitional Experiences in the Third Space: A Double-Edged Sword
Quelle	In: Iranian Journal of Language Teaching Research, 11 (2023) 2, S.15-31 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Language Teachers; Teacher Attitudes; English for Special Purposes; Second Language Learning; Second Language Instruction; Personal Narratives; Barriers; Professional Identity; Reflective Teaching; Teacher Characteristics; Ambiguity (Context); Teacher Role; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Erlebniserzählung; Lehrerrolle; Ausland
Abstract	This study was an inquiry to investigate English for Specific Purposes (ESP) teachers' transitional experiences in the third space. To that end, 17 ESP teachers wrote autobiographical narratives focusing on their critical challenges in the third space and their approaches to dealing with them. The narratives were analyzed using Creswell's (2007) procedures to analyze the narratives, including managing the data, reading and memoing, describing the memos, classifying, and interpreting. The findings showed that ESP teachers' main challenges in the third space were negotiation tensions, identity struggles, the inefficiency of their previous experiences, and institutional barriers to change. Furthermore, ESP teachers' approaches to evolving their professional identity in the third space encompassed addressing reflective teaching and criticality, seeking external support, and creating a third space community of practice. It can be concluded from the findings of the current study that the third space can be a double-edged sword for ESP teachers since, on the one hand, some tensions in the third space create some problems for their professional identity development. On the other hand, ESP teachers need to take some approaches to address the third space tensions, helping them evolve their professional identity. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01