How Do Language Learning, Teaching, and Transnational Experiences (Re)Shape an EFLer's Identities? A Critical Ethnographic Narrative

Autor/in	Gao, Yang
Titel	How Do Language Learning, Teaching, and Transnational Experiences (Re)Shape an EFLer's Identities? A Critical Ethnographic Narrative
Quelle	In: SAGE Open, 11 (2021) 3, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gao, Yang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211031211
Schlagwörter	Self Concept; Ethnography; Second Language Learning; Second Language Instruction; English (Second Language); Critical Thinking; Socialization; Code Switching (Language); Teaching Methods; Teacher Educators; Language Teachers; Advocacy; Professional Identity; Innovation; Foreign Countries; Teacher Attitudes; Personal Narratives; Personal Autonomy; Educational Experience; Study Abroad; Language Variation; Elementary Secondary Education; Higher Education; Doctoral Programs; Learning Processes; Asians; College Faculty; Chinese; China; California (San Jose) + Suchen Sie Ihr Suchwort? Selbstkonzept; Ethnografie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kritisches Denken; Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Sozialanwaltschaft; Ausland; Lehrerverhalten; Erlebniserzählung; Individuelle Autonomie; Bildungserfahrung; Studies abroad; Auslandsstudium; Sprachenvielfalt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Doktorandenprogramm; Learning process; Lernprozess; Asian; Asiat; Asiatin; Asiaten; Asiate; Fakultät; China; Chinesen
Abstract	Using critical ethnographic narrative as a tool and language socialization as the theoretical stance, the article analyzes excerpts of a language teacher's life experience and presents findings to join the existing literature. The article indicates that: (1) transnational teacher identities develop in a multiple-identity system including identities as an L2 learner, teacher, user, critical thinker, and global citizen; (2) the identity development is not completely staged, but instead recurring; (3) the emergence, formation, and development of the identity system requires translanguaging transcultural, and transnational capitals, which are accrued through socializing experiences; and (4) critical thinking and intellectual agency work as stimuli to sustain the identity development. The article contributes to the existing literature by presenting a conceptual framework in studying language teacher identities. This article ends up with some advocacy that identity as a pedagogy and tool may provide teacher educators with something innovative and helpful to conduct research in the field. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01