How ESL Teachers' Sociocultural Identities Mediate Their Teacher Role Identities in a Diverse Urban School Setting

Autor/in	Ajayi, Lasisi
Titel	How ESL Teachers' Sociocultural Identities Mediate Their Teacher Role Identities in a Diverse Urban School Setting
Quelle	In: Urban Review: Issues and Ideas in Public Education, 43 (2011) 5, S.654-680 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-010-0161-y
Schlagwörter	English (Second Language); English Teachers; Urban Schools; Teacher Role; Professional Identity; Teacher Background; Teaching Methods; Secondary School Teachers; California + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	English-as-a-second language (ESL) teachers' sociocultural identities and teacher role identities are posited to be deeply rooted in their personal histories. Yet, this being the case, how ESL teachers interpret, negotiate and construct their identities in the pedagogical process remains underexplored. This study is an exploration of the influences of teachers' social, linguistic, cultural, and educational backgrounds on the conception of their roles as ESL educators. Fifty-seven teachers from inner-city high schools in Los Angeles responded to a questionnaire and interviews and provided self-written perspectives on how their personal histories mediated their pedagogical practices. Results indicated that the ESL teachers' sociocultural identities significantly shape their pedagogical practices. The implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10