A Linguistic Ethnography of Discursive Identities of an English for Medical Purposes (EMP) Teacher

Autor/inn/en	Al-Smadi, Omar Ali; Rashid, Radzuwan Ab; Yassin, Baderaddin; Saad, Hadeel
Titel	A Linguistic Ethnography of Discursive Identities of an English for Medical Purposes (EMP) Teacher
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.73-88 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	English for Special Purposes; Medicine; Professional Identity; Language Teachers; Teacher Attitudes; Second Language Learning; Second Language Instruction; Ethnography; Classroom Communication; Discourse Analysis; Teaching Methods; Teacher Student Relationship; Self Concept; Learner Engagement; Learning Processes; Medical Schools; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Medizin; Language teacher; Sprachunterricht; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Ethnografie; Klassengespräch; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Learning process; Lernprozess; Medizinische Ausbildung; Ausland; Saudi-Arabien
Abstract	This study is a linguistic ethnographic investigation of teacher identities in an English for Medical Purposes (EMP) classroom at one of the medical colleges in the kingdom of Saudi Arabia. It focuses on the discursive shifts of teacher identities in his classroom interactions. An eclectic qualitative methodology that incorporated principles of Linguistic Ethnography was employed in this study. Classroom observation was the main method for data collection. When necessary, an informal conversation with the teacher was carried out after classroom observation to obtain further clarification of what had happened during the observation. The class was observed for 13 times during the first semester of the academic year 2019/2020. Five salient identities were constructed by the teacher: the expert, the counsellor, the student, the storyteller and the controller. These identities were found to be fluid and multiple and became temporarily salient in different classroom interactions. The teacher mediated classroom discourses by constantly shifting relationships and identities along the inclines of power. This study concludes that teacher's discursive identities portray positive self-image and account for students' active engagement and involvement in the learning process. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01