Same Language, Different Histories: Developing a "Critical" English Teacher Identity

Autor/inn/en	Menard-Warwick, Julia; Bybee, Eric Ruiz; Degollado, Enrique David; Jin, Sophia; Kehoe, Shannon; Masters, Katherine
Titel	Same Language, Different Histories: Developing a "Critical" English Teacher Identity
Quelle	In: Journal of Language, Identity, and Education, 18 (2019) 6, S.364-376 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bybee, Eric Ruiz) ORCID (Degollado, Enrique David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1671195
Schlagwörter	Language Teachers; Professional Identity; English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Beginning Teachers; Urban Areas; Rural Areas; Cross Cultural Studies; Teacher Attitudes; Ethnography; Case Studies; History; Teacher Student Relationship; Foreign Countries; Service Learning; Language Attitudes; China; Guatemala; Nicaragua + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Junior teacher; Junglehrer; Urban area; Stadtregion; Rural area; Ländlicher Raum; Cultural comparison; Kulturvergleich; Lehrerverhalten; Ethnografie; Case study; Fallstudie; Case Study; Geschichte; Geschichtsdarstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Service-Learning; Sprachverhalten
Abstract	Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop "critical" identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01