Literaturnachweis - Detailanzeige
Autor/in | Gao, Yang |
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Titel | How Do Language Learning, Teaching, and Transnational Experiences (Re)Shape an EFLer's Identities? A Critical Ethnographic Narrative |
Quelle | In: SAGE Open, 11 (2021) 3, (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Gao, Yang) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2158-2440 |
DOI | 10.1177/21582440211031211 |
Schlagwörter | Self Concept; Ethnography; Second Language Learning; Second Language Instruction; English (Second Language); Critical Thinking; Socialization; Code Switching (Language); Teaching Methods; Teacher Educators; Language Teachers; Advocacy; Professional Identity; Innovation; Foreign Countries; Teacher Attitudes; Personal Narratives; Personal Autonomy; Educational Experience; Study Abroad; Language Variation; Elementary Secondary Education; Higher Education; Doctoral Programs; Learning Processes; Asians; College Faculty; Chinese; China; California (San Jose) Selbstkonzept; Ethnografie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kritisches Denken; Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Sozialanwaltschaft; Ausland; Lehrerverhalten; Erlebniserzählung; Individuelle Autonomie; Bildungserfahrung; Studies abroad; Auslandsstudium; Sprachenvielfalt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Doktorandenprogramm; Learning process; Lernprozess; Asian; Asiat; Asiatin; Asiaten; Asiate; Fakultät; China; Chinesen |
Abstract | Using critical ethnographic narrative as a tool and language socialization as the theoretical stance, the article analyzes excerpts of a language teacher's life experience and presents findings to join the existing literature. The article indicates that: (1) transnational teacher identities develop in a multiple-identity system including identities as an L2 learner, teacher, user, critical thinker, and global citizen; (2) the identity development is not completely staged, but instead recurring; (3) the emergence, formation, and development of the identity system requires translanguaging transcultural, and transnational capitals, which are accrued through socializing experiences; and (4) critical thinking and intellectual agency work as stimuli to sustain the identity development. The article contributes to the existing literature by presenting a conceptual framework in studying language teacher identities. This article ends up with some advocacy that identity as a pedagogy and tool may provide teacher educators with something innovative and helpful to conduct research in the field. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |