"Not Me with My American Flag": Transnational Teachers' Trajectories of Language Teacher Socialization

Autor/in	Ustuk, Özgehan
Titel	"Not Me with My American Flag": Transnational Teachers' Trajectories of Language Teacher Socialization
Quelle	In: TESL-EJ, 25 (2021) 3, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Socialization; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Semitic Languages; Teacher Attitudes; Teacher Characteristics; Foreign Countries; Professional Identity; Teaching Experience; Personal Narratives; Literary Genres; Overseas Employment; Faculty Mobility; Case Studies; College Faculty; Egypt; Lebanon; United States + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Lehrerverhalten; Ausland; Erlebniserzählung; Literarische Form; Auslandstätigkeit; Case study; Fallstudie; Case Study; Fakultät; Ägypten; Libanon; USA
Abstract	As language teachers move across countries with the rise of professional transnationalism, the need for investigating language teacher socialization in new academic cultures has also emerged. Accordingly, this paper explores two comparative cases: an EFL teacher with prior experience as a language learner and teacher in the USA, and an Arabic-as-a-foreign-language teacher with similar experience in Egypt. The main objective is to shed further light on the transnational language teachers' identity work and to better understand their socialization trajectories in which tensions related to conflicting academic teaching cultures occur. In this study, narrative frames and interviews were utilized to collect short stories, which were analyzed by the short story analytical approach (Barkhuizen, 2016, 2017). Informed by the language teacher socialization framework (Üzüm, 2017), the influences of new academic cultures on teachers' identity work in classrooms and across wider contexts of teaching abroad practices were analyzed. Analysis of the short stories, Stories, and STORIES demonstrated that transnational teachers experienced identity tensions due to the conflicting academic teaching cultures. In light of the findings, such tensions related to language teachers' experiences across academic teaching cultures need to be taken into account for an efficient socialization trajectory. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01