The role of negotiation about cultural issues on the ESP teachers’ cultural identity development: A narrative inquiry

Rashidi, Naser; Meihami, Hussein

doi:10.18355/xl.2019.12.02.10

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…Negotiation in this sense can be described as a mean of ìgetting thing accomplishedî (Strauss, 1978, p. 11). In the context of EFL teaching, accomplishing the act of teaching and learning by teachers and students, respectively, is the point in which negotiation of cultural identity can be of advantages (Rashidi & Meihami, 2019). It is without saying that the cultural identity development of EFL teachers can be perceived by the EFL students in different ways.…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

Meihami

Salīte

2019

Journal of Teacher Education for Sustainability

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This study was an attempt to probe the perceptions of the EFL students about the cultural identity development of the EFL teachers who participated in cultural negotiation programs. To that end, the interactionally oriented narratives of four EFL students were collected. The narratives were about the cultural performance of the EFL teachers who participated in the cultural negotiation programs in the EFL classes. The narratives were codified based on the principles of Strauss and Corbin (1998) systematic approach. the findings indicated that the EFL students had positive opinions about how their teachers dealt with cultural issues in the classrooms after participating in cultural negotiation programs. The findings also indicated that the EFL students perceived that the EFL teachers engaged more in cultural discussions, they used more interaction types, they were more motivated to address cultural issues in the classes, and they took into account the emotions of their students in cultural discussions in the classrooms. Moreover, it can be concluded from the findings that cultural negotiation programs have positive effects on the EFL teachers’ cultural identity development if the principles of identity-as-practice and identity-in-discourse will be followed in the EFL teacher education programs.

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Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

Meihami

Salīte

2019

Journal of Teacher Education for Sustainability

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“…Negotiation on identity issues has a constructive role in cultural identity development as stated by Rashidi and Meihami (2019). It is related to the personal identity or national identity of the country.…”

Section: Introductionmentioning

confidence: 99%

Negotiating identity using Bicultural Identity Integration Model: The Bawean in Malay construct

2021

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This article aims to show the negotiation process in constructing Bawean ethnic identities as part of Malay sub-ethnic in Malaysia. This study used the Bicultural Identity Integration Scale-2 (BIIS-2). In-depth interviews were used to achieve all of the objectives of this study. This article focused only on the outcome of bicultural identity integration, namely the level of ethnic identity trends and how Bawean negotiates with other Malay cultures. Five findings were identified. First, the results of the analysis revealed that the majority of informants see themselves as Malays due to their religion which is Islam where they know how to act as Malaysian citizens. Second, the majority of informants do not feel entrapped between Bawean and Malay culture because of the willingness of Bawean people to deal with cultural diversity. Third, there are many cultural similarities which make the majority of the informants feel they have no conflict about having two cultures. Fourth, it is surprising that the majority of informants have low self-Malay feelings because of the very strong bond within the ethnic group itself. Finally, the fact that there is a positive need for each other about culture explains why the majority of informants did not abandon Bawean culture for Malay culture. The results of this study showed that informants are able to respond to the development of nation-state processes in a national context. The identity of Bawean people which is one of the sub-ethnic categories in Malay is still at a good level and can be enhanced since they are believers of Islam which is compulsory for them to be categorised as Malay. This clearly shows their effort to integrate with Malay people.

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“…Moreover, different movements in educational settings of different countries and the relationships existing between the local and global educational contexts (Skerritt, 2018) make the educational researchers exercise more emphasis on the teacher's identity development research. Furthermore, because of the identity is not a fixed attribute of human being (Rashidi and Meihami, 2019;Vargehese, Morgan, Johnston and Johnson, 2005), the change in the educational contexts will lead to its change, which in its own way is a reason for the keen enthusiasm of the researchers in doing teacher's identity development research.…”

Section: Introductionmentioning

confidence: 99%

Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher

Meihami

2019

PED

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The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.

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The role of negotiation about cultural issues on the ESP teachers’ cultural identity development: A narrative inquiry

Abstract: The role of negotiation about cultural issues on the ESP teachers' cultural identity development: A narrative inquiry

Cited by 3 publications

References 28 publications

EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

Negotiating identity using Bicultural Identity Integration Model: The Bawean in Malay construct

Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher

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