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“It’s Not Like That at All”: A Poststructuralist Case Study on Language Teacher Identity and Emotional Labor

Published on Mar 13, 2020in Journal of Language Identity and Education
· DOI :10.1080/15348458.2020.1726756
Pınar Kocabaş-Gedik (YTU: Yıldız Technical University), Deniz Ortaçtepe Hart
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Abstract
ABSTRACTThis longitudinal case study explored the language teacher identity construction of two novice native English-speaking teachers (NESTs) in an EFL context. Adopting a poststructuralist appro...
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References44
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#1Peter DeCosta (MSU: Michigan State University)H-Index: 13
#2Bonny Norton (UBC: University of British Columbia)H-Index: 28
What constitutes a 'good teacher' and 'good teaching' has come under much scrutiny in an age of globalization, transnationalism, and increased demands for accountability. It is against this evolving landscape and the pathbreaking work of the Douglas Fir Group (DFG, 2016) that this special issue engages the following two broad questions: (a) In what ways is language teaching 'identity work'? and (b) To what extent does a transdisciplinary approach to language learning and teaching offer insight i...
31 CitationsSource
#1Dominik Dominik Wolff (WCUPA: West Chester University of Pennsylvania)H-Index: 2
#2Peter I. Costa (MSU: Michigan State University)H-Index: 1
This article aims to broaden the scope of language teacher identity research by investigating the emotional demands on teachers-in-training and nonnative English-speaking teachers (NNESTs) in particular. We examined how our focal NNEST participant, Puja, was confronted with and successfully negotiated numerous emotional challenges in her first year in a U.S. MATESOL program. Furthermore, we investigated the impact emotions had on her overall teacher identity development and how her growth as an ...
20 CitationsSource
#1Roslyn Appleby (UTS: University of Technology, Sydney)H-Index: 8
5 CitationsSource
#1Geeta A. Aneja (UPenn: University of Pennsylvania)H-Index: 2
Despite its imprecision, the native–nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on “NNEST” preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying the notion that nativeness and nonnativeness are objectively distinct c...
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#1Elizabeth M Ellis (UNE: University of New England (Australia))H-Index: 7
Teacher linguistic identity has so far mainly been researched in terms of whether a teacher identifies (or is identified by others) as a native speaker (NEST) or nonnative speaker (NNEST) (Moussu & Llurda, 2008; Reis, 2011). Native speakers are presumed to be monolingual, and nonnative speakers, although by definition bilingual, tend to be defined by their perceived deficiency in English. Despite widespread acceptance of Cook's (1999) notions of second language (L2) user and multicompetence, and...
10 CitationsSource
#1Juyoung Song (MSU: Murray State University)H-Index: 7
This study discusses how the shifting teaching context via globalization generates new demands for English language teachers, and how teachers' emotional responses to this shift affect their identity and practice. Based on interviews with five secondary English teachers in South Korea, the study presents these teachers' conflicted stories such as cover and secret stories regarding study abroad returnee students in their classrooms. These stories were analyzed in relation to teachers' emotional e...
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#1Yongcan Liu (University of Cambridge)H-Index: 4
The paper reports on an in-depth narrative case study of an immigrant background English as a Second Language teacher’s emotional experience in a teacher professional community in England. The data are derived from the teacher’s ‘emotion diaries’ and six interviews during the three-month period when she taught on a pre-sessional English programme at an English university. The data were analysed with Andy Hargreaves’s emotional geography framework which focuses on the physical, moral, sociocultur...
4 CitationsSource
#1Chin Ee Loh (NIE: National Institute of Education)H-Index: 1
#2Warren Mark Cheng Yi Liew (NIE: National Institute of Education)H-Index: 1
Abstract This paper examines the complex emotional work of English language teaching in Singapore secondary schools. Findings revealed the emotional burdens, tensions, and challenges associated with the teaching of English, largely attributed to the subject's value-laden content, the stresses of grading student essays, the performance pressures of high-stakes testing, and the need for culturally responsive pedagogies. Further studies of teachers' lived experiences in relation to their disciplina...
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#1Bedrettin YazanH-Index: 7
7 CitationsSource
#1Ron Darvin (UBC: University of British Columbia)H-Index: 6
#2Bonny Norton (UBC: University of British Columbia)H-Index: 28
This article locates Norton's foundational work on identity and investment within the social turn of applied linguistics. It discusses its historical impetus and theoretical anchors, and it illustrates how these ideas have been taken up in recent scholarship. In response to the demands of the new world order, spurred by technology and characterized by mobility, it proposes a comprehensive model of investment, which occurs at the intersection of identity, ideology, and capital. The model recogniz...
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