8. Intersections of Literacy and Construction of Social Identities

Egbo, Benedicta

doi:10.21832/9781853596483-011

Cited by 21 publications

(2 citation statements)

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“…One concept related to literacy development is identity formation. According to Egbo (2004) , identity refers to the ways individuals view themselves and their societal status, especially when they experience unequal treatment and social injustice. Teachers’ PI, therefore, is not simply about self-perception as teachers, but also entails an integration of self-experience, collective practice, and personal belief ( Zhang and Wang, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Chen,

Zhang,

Zheng

2023

Front. Psychol.

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Studies examining students’ academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers’ academic literacy learning process and the construction of teachers’ professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice language teachers as they developed academic literacy in their master’s and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers’ coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants’ self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided.

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Section: Literature Reviewmentioning

confidence: 99%

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Chen,

Zhang,

Zheng

2023

Front. Psychol.

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“…Then there is the unmistakable diversity of English language teaching (ELT) sites and contexts of practice. Across the privileged confines of universities, English in the workplace programs (Goldstein, 2001;Katz, 2000) or in rural village literacy programs (Egbo, 2004;Purcell-Gates & Waterman, 2000;Sahni, 2001), universal methods and conceptions of power may certainly be inappropriate, as widely acknowledged (Kumaravadivelu, 2003a), but local specificities indiscernible or of marginal relevance to the diversity of life stories unfolding across the globe. Indeed, as Janks (2001) observed in a racially mixed, South African classroom, the pedagogical distancing of self from dominant text may be resented when such texts serve to unify fragile and threatened solidarities.…”

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confidence: 99%

Critical Literacies and Language Education: Global and Local Perspectives

Morgan¹,

Ramanathan²

2005

Ann Rev Appl Linguist

106

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Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.

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