Teacher‐identity Formation through Language Immersion in an Initial‐teacher‐education Curriculum

Bartlett, Leo; Erben, Tony; Garbutcheon‐Singh, Michael

doi:10.1080/1359866960240206

Cited by 7 publications

(5 citation statements)

References 8 publications

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“…Even though the studies do not specifically consider the cultural dimensions of teacher identity, they still give insight into the complexity of teacher identity. Bartlett and Erben (1996) studied the identity formation of Australian pre-service teachers of Japanese as a foreign language. They found that the participants in their study performed what Janmohamed (1992) described as "border crossing" (p. 99) in that they sought to master the Japanese language and culture while still preserving their Australian identity and remaining under the control of the economic and political interests of their own nation-state.…”

Section: Identity In Teacher Educationmentioning

confidence: 99%

“…However, the cultural dimension of teacher identity has rarely been taken into account in SLA research. Work published in this area has addressed the role of identity in teacher education (Bartlett & Erben, 1996;Cross, 2006;Van der Walt, 2007), has investigated the cultural and professional identities of nonnative speaker (NNS) teachers of English as a second language (Brown & Miller, 2006;Dewi, 2007;Pavlenko, 2003), and an even smaller body of research has explored how FL teachers position themselves vis-à-vis the languages that they teach (Clark, 2008;Siskin, 2007). The following review of literature will focus on these three main strands of research and then point to their relevance for our own study of the cultural identities of FL teachers.…”

Section: Introductionmentioning

confidence: 99%

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The Cultural Identities of Foreign Language Teachers

Fichtner¹,

Chapman²

2011

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Foreign language teachers are often migrants. They have traveled and lived in other countries either to learn or to teach a language. In 2005, Domna Stanton characterized language teaching as a cosmopolitan act-"a complex encounter made in a sympathetic effort to see the world as [others] see it and, as a consequence, to denaturalize our own views" (p. 629). Do foreign language teachers 'denaturalize' their views of their native culture through their encounters with the other culture? Could it be that "engagement with the Other necessarily mean[s] an abnegation of the inherited culture" (Mani, 2007, p. 29)? This study investigated not only in how far foreign language teachers affiliate with more than one culture but also how this cultural identity affects their classroom practice. To what extent do foreign language instructors claim multiple cultural identities? What advantages and disadvantages do foreign language instructors experience in the classroom in respect to their cultural identities? To what extent do foreign language instructors feel their cultural identity is relevant in the classroom? Results showed that foreign language instructors engage with their cultural affiliations intellectually, by embracing but not embodying "the other" culture.

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Section: Identity In Teacher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Cultural Identities of Foreign Language Teachers

Fichtner¹,

Chapman²

2011

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“…Research into immersion teacher education has primarily consisted of (1) reviews geared toward mapping current immersion teacher education models (Erben, 1993;Majhanovich with Gray, 1992;Obadia, 1985;Tardif, 1984;Wilton, Obadia, Roy, Saunders, & Tafler, 1984), (2) descriptive studies that have sought to engage the views of those involved in immersion education (teachers, teacher educators, parents, ministries of education) in order to uncover the essential competencies and prerequisites needed to become an immersion teacher and thereby establish some type of national standard (Bernhardt, 1992;Day & Shapson, 1996a;Frisson-Rickson & Rebuffot, 1986), as well as (3) research investigating immersion teacher education processes itself (Bartlett & Erben, 1995;Bartlett, Erben & Singh, 1996;Erben, 1999;Erben, 2001b;Erben, in press;Erben & Bartlett, 1997). In the past decade, more varied research methodologies, seeking to explicate a broader range of issues/questions while focusing on a wider range of immersion teacher education contexts, have been on the rise.…”

Section: Research As a Basis For Practicementioning

confidence: 99%

15. Emerging Research and Practices in Immersion Teacher Education

Erben¹

2004

APL

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Due to their unique place and function in society as well as their position on the educational ladder, universities have had a rather belated encounter with immersion education. In fact, it was not until the late 1970s (Day & Shapson, 1993) that universities in Canada were obliged to address a range of pedagogical issues as a direct result of the growth of immersion education in schools, the increasing number of immersion graduates from schools, and the overall educational success of immersion programs. Naturally, these issues are contextually framed and dependent on the historical development of immersion in each country where immersion education occurs. In countries with larger and longer immersion education traditions, the influence on universities has been greater. Three issues are of particular importance here: (1) the linguistic needs of immersion school graduates at university, (2) principles of immersion pedagogy use at the university level, and (3) immersion teacher education. The latter issue is especially pertinent to broader questions of the preparation of second language teachers and will be addressed here.For studies exploring the nature and levels of language maintenance of immersion graduates after secondary schooling, see Harley (1994), Hart, Lapkin, Swain and Howard (1991), Wesche (1985, 1993), Wesche, Morrison, Ready, and Pawley (1990) for a comprehensive review.

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“…Whereas research concerning the role of immersion teaching training (Brine & Shapson 1989;Bartlett, Erben, & Singh 1996;Lapkin, Swain, Shapson 1990) and other study abroad experiences (Malewski & Phillion 2009;Palmer & Menard-Warwick 2012;Pence & Macgillivray 2008) in general teacher education have a relatively well documented history, studies focused on the impact of international experiences on FL teacher education are rather scarce. The available literature suggests that mobility initiatives addressed to future teachers of English produce a number of positive effects.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Short-term International Intensive Programme on Student Teachers’ Perception of Their Future Profession

Czura

Pfingsthorn

2016

awr

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Foreign language teacher training programmes often require student teachers to spend some time in a country where the target language is spoken. While research on the role of study abroad experiences in general teacher education is well documented, investigations dealing with the impact of mobility initiatives on FL teacher education are rather scarce. The present study, based on oral interviews, examines long-term effects of a two-week international workshop, an Erasmus Intensive Programme IP, on student teachers’ perception of their role as FL teachers. The IP aimed at finding ways to incorporate elements of the arts into English classes in four European countries: Germany, Poland, Turkey and Lithuania. The IP participants were invited to take part in lectures, practical workshops and visits to local schools. The results of the study reveal that within approximately a year after the completion of the IP the participants from Poland express a general positive attitude towards the infusion of the arts into the EFL curriculum. The IP experience evoked the future teachers’ reflection upon a number of key issues in the profession of FL teaching: the degree of individualization and learner autonomy in class, rejecting the idea of teacher as solely an authority figure, the use of various forms of social interaction in class, and self-improvement or life-long learning being inherent aspects of the teaching profession.

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Teacher‐identity Formation through Language Immersion in an Initial‐teacher‐education Curriculum

Cited by 7 publications

References 8 publications

The Cultural Identities of Foreign Language Teachers

The Cultural Identities of Foreign Language Teachers

15. Emerging Research and Practices in Immersion Teacher Education

The Influence of Short-term International Intensive Programme on Student Teachers’ Perception of Their Future Profession

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