Metadiscourse and Identity Construction in Teaching Philosophy Statements: A Critical Case Study of Two MATESOL Students

Autor/inn/en	Supasiraprapa, Sarut; De costa, Peter I.
Titel	Metadiscourse and Identity Construction in Teaching Philosophy Statements: A Critical Case Study of Two MATESOL Students
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 51 (2017) 4, S.868-896 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.360
Schlagwörter	Case Studies; Educational Philosophy; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Masters Programs; Professional Identity; Self Concept; Reflective Teaching; Writing (Composition); Teacher Attitudes; Discourse Analysis; Communities of Practice + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsphilosophie; Erziehungsphilosophie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Selbstkonzept; Schreibübung; Lehrerverhalten; Diskursanalyse; Community
Abstract	Drawing on Hyland's (2005) metadiscourse framework, the researchers investigated how two English as a second or foreign language instructors constructed their identity in a teaching philosophy statement written for a master's in TESOL (MATESOL) course. Analyses revealed that both instructors employed almost all metadiscourse resources in the model to construct the identity of a competent graduate student and that of a knowledgeable and reflective teacher. In addition, their identity construction reinforced the writing conventions associated with the imagined community (Norton, 2013) of graduate student teachers while also affording them the opportunity to exercise some degree of teacher agency. Findings offer insights into how linguistic resources can be mobilized to construct a strong and unique teaching philosophy statement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01