Developing professional identities in applied linguistics

Donato, Richard; Tucker, G. Richard; Hendry, Heather

doi:10.4324/9781315775135-16

Cited by 2 publications

(2 citation statements)

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“…Despite many discussions on the sustainable development of EFL teachers, they were primarily concerned with a linear progression, concentrating on factors contributing to a pre-service-to-in-service [40] (pp. [6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24] or novice-to-expert transition [41] (p. 4711). However, as the study reveals, EFL teacher identity construction has been complicated in a globalised world by an array of dynamics that may interrupt such linearity, destablising a career pipeline that envisions a straight career path.…”

Section: Discussion and Implicationmentioning

confidence: 99%

“…Although burgeoning scholarly interests do emerge, they are centred around the student-to-teacher transition. A case in point is Donato et al's [17] (pp. 217-234) study that scrutinised the transitional experiences of doctoral students to work life as applied linguists, arguing for identity struggle in relation to tensions and conflicts incurred by the transition as the participants concurrently juggled interrelated identities that did not co-exist in a harmonious manner.…”

Section: Introduction: Identity Construction Of Efl Teachers and Inte...mentioning

confidence: 99%

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Between Expert and Novice: Identity Transition from Teacher to Student as Sustainable Agentic Construction

Sit

2022

Sustainability

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Education for sustainable development in foreign language teaching and learning impacts students’ lives in their current or future endeavours. Despite a wide body of literature elucidating identity navigation of EFL teachers and international doctoral students, a relative scarcity of scholarship casts light on the in-between cohort, namely those who transit from the former to the latter. Via a holistic lens, utilising a qualitative case study based on an Australian university, this research scrutinised how a group of 10 international doctoral students who served as EFL teachers in their home countries enacted agency to navigate the identity transition. The study discusses what generally constitutes sustainable, successful language learning and teaching practices in different social, cultural, and educational contexts. The findings reveal that torn between teaching English as an expert and learning research as a novice, they negotiated the identity transition as a “doing” process subject to different positionings and structural contexts and mediated by various dynamics across a past–present–future trajectory. This study contributes to pertinent literature by shedding nuanced and holistic light on the under-researched topic of teacher-to-student identity transition. It ends with implications for attending to EFL teachers’ complex lived experiences to promote sustainable development in EFL teaching and learning.

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