Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs

Huang, I-Chen; Varghese, Manka M.

doi:10.1080/15427587.2015.997651

Cited by 31 publications

(13 citation statements)

References 30 publications

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“…In a study by Huang and Varghese (), the teachers in a U.S. secondary ESL program personalized their teaching roles and identities in light of their prior learning and personal histories. Similarly, Mr. Armendarez personalized his sociocultural identities by choosing to teach Mariachi and be a “language‐focused teacher” (Huang & Varghese, , p. 70). Huang and Varghese argue that personalized professional identities help increase teachers’ level of “comfort and confidence in being professionals” (p. 70), which is indeed what we observed in Mr. Armendarez.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Kayi‐Aydar () examined narratives of Latina teachers and found that ethnic, racial, and linguistic identities simultaneously shaped the teachers’ professional identities and agency. In a similar study, Huang and Varghese () showed the categorization of nonnative‐English‐speaking teachers is insufficient in describing teachers’ roles and practices. The teachers in their study projected identities crossing social boundaries and creating diverse personal and professional trajectories.…”

Section: Introductionmentioning

confidence: 99%

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Shared identities through translanguaging practices in the multilingual mariachi classroom

Kayi‐Aydar

Green‐Eneix

2019

TESOL Journal

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Literature regarding translanguaging pedagogy has grown in recent years, with several studies examining its use within the classroom as well as potential ways it can shape learner identity constructions (e.g., Sayer, 2013). Drawing on translanguaging and translanguaging pedagogy (e.g., Canagarajah, 2011; Creese & Blackledge, 2010) and the literature on teacher identities, this study uses qualitative data collected through in‐depth interviews with a music teacher who self‐identifies as Hispanic1 and bilingual, observations of his classroom teaching, and descriptive field notes in order to elucidate the links between translanguaging and identity constructions in a U.S. high school classroom. Analyzing how the music instructor used translingual practices to teach Mariachi, we found he constructed shared sociocultural identities for himself and his students in a fluid languaged space. We conclude with implications for classroom practice as well as suggestions for research that may more fully capture the complex experience and identity work of linguistically, ethnically, and racially diverse teachers in multilingual K‐12 classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Shared identities through translanguaging practices in the multilingual mariachi classroom

Kayi‐Aydar

Green‐Eneix

2019

TESOL Journal

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“…Similarly, Motha () revealed that even though the teachers in her study spoke mainstream and native varieties of English, the authority of a Korean American teacher was questioned due to her racial identity. Examining teacher identities of four NNESTs from diverse backgrounds working in the United States, Huang and Varghese () found out that even though NNESTs spoke English with native fluency, the issue of accent was indexed in correspondence to the teachers’ races and their identities. Even though among ESL teachers who had accents, one Asian immigrant teacher’s accented English was more highlighted than the other two White European teachers due to her Asian look, underscoring her NNEST identity.…”

Section: Language Teacher Identitiesmentioning

confidence: 99%

“…Although there is a rich tradition of research on LTI, few studies have specifically examined the LTI of NNESTs who were educated outside the United States and find themselves as adult English language teaching professionals in the context of English‐dominant societies such as the United States (Huang, ; Mutlu & Ortaçtepe, ). Even though the extant research has explored LTIs for NNESTs who were born and/or immigrated at a younger age (Huang & Varghese, ), little is still known about the dynamic nature of LTI of this latter group of NNESTs. The purpose of this study was to begin to examine this gap.…”

Section: Language Teacher Identitiesmentioning

confidence: 99%

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

Fan

Jong

2019

TESOL Journal

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This article explores the experiences of a Chinese language teacher in the United States and how she constructed and negotiated her professional identities during and after her teacher preparation in a U.S.-based English as a second language (ESL) teacher preparation program. Using narrative inquiry to understand the participant's experience and perspectives of her professional identities as both an ESL teacher candidate and a Chinese language teacher in the United States, the study identified two key transitional periods: moving from China to the United States and transitioning from a student into a professional career. Findings underscore the dynamic nature of language teacher identities as individuals find themselves in different English language teaching contexts. The study also shows how professional identities are constructed in discourse and shaped by native speaker ideologies in the English language teaching field.In addition, the study reveals the dearth of critical reflection of Asian ethnic English language teachers on raciolinguistic ideologies obscuring their raciolinguistic identities and the crucial role that school climate plays in shaping teacher identities. The study calls for teacher candidates to have opportunities for critical reflection on their language teacher identities and critical analysis of curriculum and experiences in language teacher preparation programs.

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“…Studies conducted so far have focused mainly upon beginning teachers in secondary schools-those who are in their final year of the program or in their first year as a professional teacher-and apply qualitative small scale methods (Davis, 2012;Day & Leitch, 2001;De 2017;Horn, Nolen, Ward, & Campbell, 2008;Huang & Varghese, 2015;Murphy, Pinnegar, & Pinnegar, 2011;Parks, 2015;Van Rijswijk, Akkerman, Schaap, & van Tartwijk, 2016;Robinson, Anning, & Frost, 2005;Scotland, 2014;Shakman, 2009;Sikes & Everington, 2003;Sinner, 2012;Warner, 2016). Only a small number of research has been directed at understanding professional identity tensions among primary student teachers in earlier years of their studies (e.g., van Diepe, Geldens, & Wubbels, 2016).…”

Section: Introductionmentioning

confidence: 99%

Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale

Hanna

Oostdam

Severiens

et al. 2019

Studies in Educational Evaluation

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This research aims to develop and validate an instrument for measuring primary student teachers' professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed.

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Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs

Cited by 31 publications

References 30 publications

Shared identities through translanguaging practices in the multilingual mariachi classroom

Shared identities through translanguaging practices in the multilingual mariachi classroom

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale

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