Discursive Construction of Online Teacher Identity and Legitimacy in English Language Teaching

Autor/in	Wing Yee Jenifer Ho
Titel	Discursive Construction of Online Teacher Identity and Legitimacy in English Language Teaching
Quelle	In: Learning, Media and Technology, 50 (2025) 2, S. 219-234Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2023.2259295
Schlagwörter	Forschungsbericht; Language Teachers; Self Concept; Neoliberalism; English (Second Language); Second Language Learning; Second Language Instruction; Video Technology; Social Media; Language Attitudes; Racial Attitudes; Online Courses; Computer Mediated Communication; Entrepreneurship; Language Variation; Visual Aids; Biographies; Teacher Attitudes; Teacher Characteristics; Native Speakers + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Selbstkonzept; Neo-liberalism; Neoliberalismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Medien; Sprachverhalten; Rassenfrage; Online course; Online-Kurs; Computerkonferenz; Unternehmungsgeist; Sprachenvielfalt; Anschauungsmaterial; Biography; Biografie; Biographie; Lehrerverhalten; Muttersprachler
Abstract	The paper investigates YouTube teachers' identity construction within dominant language ideologies. Drawing on the constructs of language teacher professional identity, social media micro-celebrity persona, linguistic entrepreneurship, and raciolinguistic ideologies and online persona, the study analyses banner images, biographies, and semi-structured interviews of online teachers and provides a framework for understanding online teacher identity. The findings reveal that online teachers strategically align or distance themselves from different identity positions to foreground their identity as online English teachers. The findings point to the complex identity construction of online teachers as they navigate the complex terrain of the online English language teaching (ELT) marketplace dominated by neoliberal and raciolinguistic ideologies. The study contributes to a better understanding of the opportunities offered by technology in promoting or challenging such ideologies and calls for a recognition of the identity work online teachers put in to foreground their teacher identity. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08