Teacher Socialization of EFL Teachers at Public School Levels in Central Mexico

Abstract

This study aimed at exploring the processes of teacher socialization and identity formation of nine English as a foreign language teachers at public schools in central Mexico. These teachers began their careers in the National English Program in Basic Education. Qualitative research and narrative inquiry were used as a basis for this research. The data revealed that the teachers' socialization was somewhat informal in that little was required from them to gain entrance into the program. Once teaching, the participants dealt with challenges in their teaching contexts and the program. From these challenges, the teachers were able to make decisions concerning their future as teachers, forming and imagining their identity.Key words: efl teachers, identity, imagined communities, teacher socialization.Este estudio tuvo como objetivo explorar los procesos de socialización de profesores y la formación de identidad de nueve maestros de inglés en el sector público en el centro de México. Los maestros comenzaron sus carreras de docencia en el Programa Nacional de Inglés en Educación Básica. La investigación cualitativa y narrativa fue utilizada como una base para esta investigación. Los datos revelaron que el proceso de socialización de estos maestros fue informal, en cuanto se requirió poco de ellos para entrar a la profesión. Una vez enseñando, los participantes enfrentaron desafíos en sus contextos y el programa mismo y a partir de estos retos fueron capaces de tomar decisiones sobre su futuro como docentes; de este modo imaginaron y formaron su identidad.Palabras clave: comunidades imaginarias, identidad, maestros de inglés como lengua extranjera, socialización de maestros. *

(De)legitimization: The Impact of Language Policy on Identity Development in an EFL Teacher

“…Nonetheless, Lety commented that this legitimization is also threatened by her colleagues who teach classes in Spanish and by society in general: Sayer 2012claims that the process of legitimization of language teachers in Mexico is full of contradictions and conflicting ideologies. With parallel findings, Lengeling, Mora Pablo, and Barrios Gasca (2017) highlight the importance of socialization in the identities of Mexican language teachers. In this sense, although Lety disagrees with the opinions of Normalistas to the point of contesting these claims, she has also internalized the belief that university-trained language teachers do not have the same level of pedagogical knowledge to teach content classes:…”

Professional Socialization of Foreign-Born Scholars into U.S. Academe: A Reflective Case Study

“…Without a doubt, to succeed in the U.S. academe, emergent scholars must prepare for teaching, research, and service expectations. However, as illustrated in the matrix for professional socialization, mastering these three areas requires learning and gaining understanding of values, traditions, politics, rules, and morals that regulate the academic society (Lengeling et al, 2017). For foreign-born scholars, adapting to the culture is important as well as reminding themselves and others to value who they are and where they come from.…”

“…In summary, the professional socialization journey demands that the emergent scholar learns about explicit and implicit expectations (Baz, 2016;Lengeling et al, 2017). Therefore, the article proposes a conceptual matrix to help emergent scholars reflect and become aware of what is involved in the process.…”

“…Similarly, Lengeling, Mora Pablo, and Barrios Gasca (2017) assert that professional socialization requires learning and understanding values, actions, expectations, traditions, politics, regulations, and morals within the academic society. How the participants perceive themselves after entering the professional community is of extreme importance; becoming a professional entail more than an accumulation of skills and knowledge (Lengeling, et al, 2017). Once the participants start to feel accepted into the professional group, a new desire to move on sinks in, and they start visualizing a new identity.…”

“…Emergent scholars must behave as agents of change; they are expected to make decisions and behave as reflective and ethical individuals. Therefore, building on the literature (e.g., Baz, 2016;Brody, et al, 2010;Ku et al, 2008;Lengeling, et al, 2017;Pollard, 1982) and looking closely at the data for this reflective case study, a conceptual matrix (see Table 1) useful in studying the conditions supporting and hindering the professional socialization of foreignborn scholar into academia emerged. This matrix illustrates a systematic process for reflection and decision making, so that emergent scholars self-assess the different situations and events they face while participating of U.S. academe.…”