The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers

Yang, Jin-Suk; Jang, In Chull

doi:10.1080/13670050.2020.1740165

Cited by 12 publications

(11 citation statements)

References 34 publications

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“…This study reveals that the change of professional setting impact teachers' professional identity development, particularly on their languagerelated identity, context-related identity, practiced and responsive teaching skills, as well as membership in communities of practice. The findings are consistent with those made by Gu and Benson (2015) and Yang and Jang (2020) who found that teachers' identity formation is largely shaped by the sociocultural change that they experience. This indicates the nature of language teacher identity that are dynamic and fluid as they adapt to different English language teaching contexts.…”

Section: Resultssupporting

confidence: 91%

“…This may require realignment as the participant requires renegotiating what he comes along with against what he found in his/her new environment in which the person had to adjust him/herself. Some workplace environments are more rigorous, challenging and gives the person better chance at becoming more competent in his/her chosen profession (Yang & Jang, 2020).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

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From EFL to ESL Context: The Impact of Sociocultural Environment on Teachers’ Professional Identity Development

Aljuhaish

Senom

Othman

2020

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Section: Resultssupporting

confidence: 91%

Section: Theoretical Underpinningsmentioning

confidence: 99%

From EFL to ESL Context: The Impact of Sociocultural Environment on Teachers’ Professional Identity Development

Aljuhaish

Senom

Othman

2020

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“…This result suggests that shifting professional settings facilitates teachers' professional identity development. These findings are in line with those of Scotland (2014), Gu and Benson (2015) and Yang and Jang (2020) studies. Focusing on the English language teachers' professional identity construction, this study reflects Pennington and Richards (2016) observation that:…”

Section: Discussionsupporting

confidence: 92%

Factors Influencing Non-Native EFL Teachers’ Identity Construction at a Saudi School in Kuala Lumpur, Malaysia

Othman¹,

Aljuhaishi²

2021

AWEJ

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In recent years, an increasing number of non-native EFL teachers have been recruited to teach English in English dominant settings. Grounded in sociocultural views of identity, the research question of this study focused on how contextual factors influence the professional identity construction of three EFL teachers in a Saudi School in Kuala Lumpur, Malaysia. The study employs a qualitative case study method, where in-depth interviews and classroom observation are utilised. Drawing on Wenger’s (1998) communities of practice framework to analyse and interpret the data, the analysis indicates various factors affecting the EFL Saudi teachers’ professional identity. Findings reveal that identity formation is a complex and highly contextual process. The participants in this study construct their identities by engaging in their teaching environment, shared practices with their peers, engaged in student-parents relationship and participated in professional development. Through transitioning into the English as a second language (ESL) setting, the EFL teachers have demonstrated how professional identity is a dynamic and socially situated construct. As a result, these teachers’ identities may be transformed by the global educational settings in which they work. The findings contribute to our understanding of the importance of a conducive professional environment in supporting teachers to develop their professional identities.

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“…This finding serves as a reflection on the participant's previously-constructed identity as a competent EFL teacher (Jackson, 2017). Although myriad number of studies have documented the rise of global Englishes and English as a lingua franca communication in language teaching (Baker, 2018;Baker & Fang, 2021;Fang & Ren, 2018;Sifakis, 2019), the ideology of native speakerism seems to hold a strong position among EFL teachers (Yang & Jang, 2020) and international graduate students (Schreiber, 2020).…”

Section: Identity Constructed Through Classroom Participation In the Englishmedium Universitymentioning

confidence: 99%

Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University

Ubaidillah¹,

Widiati²

2022

JEELS

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This narrative study explores identity construction and classroom participation of an Indonesian female student who attended a master’s program in TESOL in an Australian university. Grounded from identity and investment frameworks (Norton, 2000) and situated learning theory (Lave & Wenger, 1991), the study specifically probes into the changing identity construction across time shaped by the participant’s involvement in the community of practice. Data analysis followed Polkinghorne’s (1995) categorical procedure and Connelly and Clandinin’s (2006) three-dimensional space of narrative inquiry. The findings portray gradual and complex identity construction mediated by the participant’s agentive classroom participation. It was also found that the participant’s identity evolved across time together with a movement from peripheral to full participation. This study informs that L2 learning is dependent on social, emotional, cultural, and situated practices depicted in L2 learner’s classroom participation. It also highlights the need for incorporating narrative inquiry to understand multiple, subjective, and conflicting values in L2 learning and other educational contexts.

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The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers

Cited by 12 publications

References 34 publications

From EFL to ESL Context: The Impact of Sociocultural Environment on Teachers’ Professional Identity Development

From EFL to ESL Context: The Impact of Sociocultural Environment on Teachers’ Professional Identity Development

Factors Influencing Non-Native EFL Teachers’ Identity Construction at a Saudi School in Kuala Lumpur, Malaysia

Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University

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