Journal article
Same Language, Different Histories: Developing a "Critical" English Teacher Identity
Journal of language, identity, and education, Vol.18(6), pp.364-376
11/02/2019
DOI: 10.1080/15348458.2019.1671195
Abstract
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop "critical" identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital.
Details
- Title: Subtitle
- Same Language, Different Histories: Developing a "Critical" English Teacher Identity
- Creators
- Julia Menard-Warwick - University of California, DavisEric Ruiz Bybee - Brigham Young UniversityEnrique David Degollado - The University of Texas at AustinSophia Jin - University of California, DavisShannon Kehoe - The University of Texas at AustinKatherine Masters - Pennsylvania State University
- Resource Type
- Journal article
- Publication Details
- Journal of language, identity, and education, Vol.18(6), pp.364-376
- Publisher
- Routledge
- DOI
- 10.1080/15348458.2019.1671195
- ISSN
- 1534-8458
- eISSN
- 1532-7701
- Language
- English
- Date published
- 11/02/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371261002771
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