The Intersectionality of Gender, Sexuality, Race, and Native-Speakerness: Investigating ELT Teacher Identity through Duoethnography

Autor/inn/en	Lawrence, Luke; Nagashima, Yuzuko
Titel	The Intersectionality of Gender, Sexuality, Race, and Native-Speakerness: Investigating ELT Teacher Identity through Duoethnography
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 1, S.42-55 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1672173
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Ethnography; Classroom Communication; Native Speakers; Self Concept; Professional Identity; Teacher Attitudes; Educational Principles; Teaching Methods; Gender Differences; Sexual Orientation; Race; Language Teachers; Social Differences; Faculty Development; Teacher Education; Career Development; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Klassengespräch; Muttersprachler; Selbstkonzept; Lehrerverhalten; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Sexuelle Orientierung; Rasse; Abstammung; Language teacher; Sprachunterricht; Sozialer Unterschied; Lehrerausbildung; Lehrerbildung; Berufsentwicklung; Ausland
Abstract	Teacher identity has recently emerged as an important site of research, with studies focusing on various aspects of social identities. In this study, we employ a poststructuralist intersectionality framework to teacher identity using a duoethnographic approach as a research method. This involved using narratives to explore our professional background and experiences with regard to our teaching principles and classroom interactions. Through juxtaposing our personal narratives, we found that the intersection of gender, sexuality, race, and native-speaker status has had an effect on our professional identities as language teachers and our teaching practices. This study also aims to enhance the scope of the duoethnographic approach to take into account intersectionality and social inequalities and advocate for the usefulness of this emerging research method for teacher training and professional development for language teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01