Agency in the making: Experiences of international graduates of a TESOL program

Ilieva, Roumiana; Ravindran, Aisha

doi:10.1016/j.system.2018.04.014

Cited by 34 publications

(27 citation statements)

References 26 publications

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“…Further, understanding their racialization empowered NNES‐TCs to share the message with future students (Pavlenko, ), findings supported in Golombek and Jordan (). NNES‐TCs’ racialization also followed them through induction, as Ilieva and Ravindran () found, but counter‐discourses helped NNES‐TCs respond to students’ racializing practices.…”

Section: Resultsmentioning

confidence: 93%

“…Researchers indicated counter‐discourses paired with discussions on contextualized teaching practice or practical experience could foster agentive extrapolation of these discourses. Ilieva () explored the appropriation of authoritative discourses, finding they were ventriloquated in the absence of discussions on local applicability; findings were confirmed in two follow‐up studies (Ilieva & Ravindran, ; Ilieva & Waterstone, ). Similarly, despite coursework introducing counter‐discourses, Park’s () NNES‐TC continued doubting her teaching abilities until paired with a NNES practicum cooperating teacher who helped affirm her legitimacy.…”

Section: Resultsmentioning

confidence: 94%

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Nonnative‐English‐speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature

Swearingen

2019

TESOL Journal

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This systematic review synthesizes 17 studies exploring nonnative-English-speaking teacher candidates' (NNES-TC) language teacher identity (LTI) development. The purpose was to examine NNES-TCs' LTI development during graduate-level TESOL programs in the United States, Canada, and Australia. The review addressed the questions, What influences NNES teacher candidates' LTI development, and in what ways do teacher preparation programs promote positive LTI development? Findings revealed four categories: (1) (non)native speakering and the native speaker fallacy, (2) racialized and gendered identities, (3) academic identity clashes, and (4) the emotional "glue" of LTI development. NNES-TCs navigated personal and professional identities and struggled to balance their own expectations vis-à-vis expectations from their graduate programs and future teaching contexts. While native speakering discourses remained in claims of ownership over English, reflections on counter-discourses and their connection to local teaching practices were agentively appropriated by NNES teacher candidates as they claimed legitimacy as teachers. Findings suggested teacher preparation should commit to critiquing native speakerism and offer spaces for empowering NNES-TCs through narrative reflections. Preparation should explicitly address linguistic goals and needs, prioritize 2 of 15 | SWEARINGEN

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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 94%

Nonnative‐English‐speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature

Swearingen

2019

TESOL Journal

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“…Dili bağlamında, içinde bulunduğu kültürle öğretmenin, etkili ve kalıcı öğrenmeler sağladığından yola çıkarak öğrenenin kültürü ile öğrenilen dilin kültürü arasında yeni bir "üçüncü yer" yaratmak gerekmektedir (Bhabha, 1988;Kovacs, 2017;Kramsch, 1993). Lisansüstü programlarda da "üçüncü yer"i inşaa etmenin önemi vurgulanmaktadır (Ilieva, Li & Li, 2015;Ilieva & Ravindran, 2018). Cortazzi ve Jin (1999) de yabancılara dil öğretimine odaklanan programlara kültürel ögelerin dengeli bir şekilde dahil edilmesini önermektedir.…”

Section: çAlışma Grubu Ve Veri Kaynaklarıunclassified

“…YİÖ yüksek lisans programlarıyla ilgili alanyazını incelendiğinde pek çok araştırmanın yapıldığı görülmektedir (Hasrati & Tavakoli, 2015;Ilieva, Li & Li, 2015;Ilieva & Ravindran, 2018;Murphy, 1997;Di Pietro, Lantolf & Labarca, 1983;Ramanathan, Davies & Schleppegrell, 2012;Vasquez & Sharpless, 2009;Wu, Qiu, Hutagalung ve McNeill-Keay, 2020 vb.). Bu araştırmalarla ve artık standart haline gelen uygulamalarla YİÖ yüksek lisans programlarının uluslararası bilimsel kimlik kazandığı söylenebilir.…”

Section: Introductionunclassified

Türkçe ve İngilizcenin yabancı dil olarak öğretimine yönelik yüksek lisans programlarının karşılaştırmalı incelenmesi

Aydın

İlhan

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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“…A number of individual LTE courses may intentionally aim to develop agentive LTI (e.g., Canagarajah, 2015; Morgan, 2016a), and a number of scholars have proposed promising practices, methodologies, and approaches that could be useful toward achieving this aim (e.g., see Sharkey & Peercy, 2018). Ilieva and Ravindran’s (2018) study of a Canadian TESOL program found that it did lead to positive LTI‐related outcomes, such as in the fostering of teacher agency and self‐reflective practices; however, this program was not necessarily consciously designed to achieve such outcomes.…”

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confidence: 99%

Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

Fairley

2020

TESOL Quarterly

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Language teacher identity (LTI) has become an increasingly central focus in language teaching recently, perhaps because identity is now defined as multiple, complex, shifting, socially constructed, and a site of struggle (Norton, 2013; Song, 2016)—and thus a construct that can and should be intentionally influenced (Varghese, Motha, Park, Reeves, & Trent, 2016). With greater understanding that social justice and a critical orientation to education are not only important but also the duty of educators to enact (Kubota & Miller, 2017), some advocate the placement of LTI development at the center of language teacher education (LTE; De Costa & Norton, 2017a; Varghese et al., 2016). However, the conceptualization of such intentional models of LTE needs development (Varghese et al., 2016). This article begins to conceptualize such an LTE program. The author theorizes LTI and the need for adopting an LTI that is transformative, agentive, and advocacy (TAA)‐oriented, and proposes a competencies‐based approach as a foundation for developing an LTE program centered on the development of a TAA‐oriented LTI, suggesting key competencies to include in such an approach. She presents practical affordances and activities that could be helpful in developing these competencies. The article ends with questions aimed at furthering this emerging scholarly conversation in the field.

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Agency in the making: Experiences of international graduates of a TESOL program

Cited by 34 publications

References 26 publications

Nonnative‐English‐speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature

Nonnative‐English‐speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature

Türkçe ve İngilizcenin yabancı dil olarak öğretimine yönelik yüksek lisans programlarının karşılaştırmalı incelenmesi

Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

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