Factors Influencing Non-Native EFL Teachers' Identity Construction at a Saudi School in Kuala Lumpur, Malaysia

Autor/inn/en	Othman, Juliana; Aljuhaish, Sultan Fahd
Titel	Factors Influencing Non-Native EFL Teachers' Identity Construction at a Saudi School in Kuala Lumpur, Malaysia
Quelle	In: Arab World English Journal, 12 (2021) 3, S.524-537 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Othman, Juliana) ORCID (Aljuhaish, Sultan Fahd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Professional Identity; Sociocultural Patterns; Foreign Countries; Case Studies; Teacher Attitudes; Teacher Characteristics; Communities of Practice; Peer Relationship; Faculty Development; Arabs; Foreign Nationals; Secondary School Teachers; Saudi Arabia; Malaysia (Kuala Lumpur) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Soziokulturelle Theorie; Ausland; Case study; Fallstudie; Case Study; Lehrerverhalten; Community; Peer-Beziehungen; Arab; Araber; Ausländer; Ausländerin; Saudi-Arabien
Abstract	In recent years, an increasing number of non-native EFL teachers have been recruited to teach English in English dominant settings. Grounded in sociocultural views of identity, the research question of this study focused on how contextual factors influence the professional identity construction of three EFL teachers in a Saudi School in Kuala Lumpur, Malaysia. The study employs a qualitative case study method, where in-depth interviews and classroom observation are utilised. Drawing on Wenger's (1998) communities of practice framework to analyse and interpret the data, the analysis indicates various factors affecting the EFL Saudi teachers' professional identity. Findings reveal that identity formation is a complex and highly contextual process. The participants in this study construct their identities by engaging in their teaching environment, shared practices with their peers, engaged in student-parents relationship and participated in professional development. Through transitioning into the English as a second language (ESL) setting, the EFL teachers have demonstrated how professional identity is a dynamic and socially situated construct. As a result, these teachers' identities may be transformed by the global educational settings in which they work. The findings contribute to our understanding of the importance of a conducive professional environment in supporting teachers to develop their professional identities. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01