Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy

Autor/inn/en	Shin, Jaran; Rubio, Jesse W.
Titel	Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 1, S.191-212 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Jaran) ORCID (Rubio, Jesse W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3133
Schlagwörter	English (Second Language); Language Teachers; Teacher Background; Secondary School Teachers; Second Language Learning; Professional Identity; Curriculum Design; Spanish; Ideology; Neoliberalism; Educational Policy; Student Interests; History; Fiction; California + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Lehrplangestaltung; Spanisch; Ideologie; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Studieninteresse; Geschichte; Geschichtsdarstellung; Fiktion; Kalifornien
Abstract	This case study examines how an experienced secondary ESL teacher's personal and professional history is linked to his curricular choices in the classroom and how his enactment of critical educator identity interacts with ideologies within society. The analysis of the focal teacher's experiences that remain prominent in autobiographical memory shows that his lived experiences of (re)learning Spanish and English, studying and teaching abroad and in California, and extensive reading influenced the cultivation of his identity as a critical educator. He designed a curriculum that used historical fiction and that evoked an approach to the mechanisms of ideological control both within the context of the chosen works of historical fiction and within students' lives. Yet, the situatedness of teacher identity exposed his identities to the influence of neoliberal educational policies and students' lack of interest in the curriculum and learning in general, jeopardizing his understanding of what to believe, how to act, and how to be. The findings of this study led us to theorize that the interplay of life histories, identities, practices, and contexts by using the notion of historicity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01