Exploring the Professional Identity and Agency of Student Teachers in Multilingual Classrooms

Autor/inn/en	Foley, Yvonne; Anderson, Charles; Hancock, Jonathan; Conteh, Jean
Titel	Exploring the Professional Identity and Agency of Student Teachers in Multilingual Classrooms
Quelle	In: Language and Education, 36 (2022) 2, S.106-121 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1991369
Schlagwörter	Professional Identity; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Education Programs; Multilingualism; Cultural Pluralism; Student Teachers; Preservice Teacher Education; Foreign Countries; Professional Autonomy; Sociocultural Patterns; Teacher Role; English Language Learners; Teacher Student Relationship; National Curriculum; Educational Policy; Classroom Techniques; English for Academic Purposes; Student Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Ausland; Berufsfreiheit; Soziokulturelle Theorie; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Politics of education; Bildungspolitik; Klassenführung
Abstract	While there is now a considerable body of work on teacher identity in the area of language education, much less attention has been given to the question of the extent to which student teachers are enabled to construct identities that are consonant with the opportunities and challenges of current multilingual classrooms. Drawing on a recent large-scale research and development project, this article explores how the student teachers in our study: understood their responsibilities towards pupils for whom English is an Additional Language; perceived their development needs, preparedness and confidence to support EAL pupils; the constraints they encountered; and the opportunities that they utilized to be and act responsively within multilingual classrooms. Findings are contextualized within the policy framework concerning language and the variegated landscape of Initial Teacher Education (ITE) in England; and framed against apposite perspectives on identity and agency, with a central place being given to socio-cultural theories of identity formation which focus on discourse and practice. Building on the findings, the Discussion points up some of the elements that need to be in place if student teachers are to develop a professional identity that is truly inclusive and responsive to linguistic and cultural "difference." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01