Navigating Linguistic Identities: ESL Teaching Contexts in Quebec

Autor/inn/en	Riches, Caroline; Parks, Philippa
Titel	Navigating Linguistic Identities: ESL Teaching Contexts in Quebec
Quelle	In: TESL Canada Journal, 38 (2022) 1, S.28-48 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Self Concept; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Multilingualism; Teacher Attitudes; Preservice Teachers; Student Attitudes; French; Professional Identity; Communities of Practice; Foreign Countries; Native Language; History; Official Languages; Language Attitudes; Canada + Suchen Sie Ihr Suchwort? Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Schülerverhalten; Französisch; Community; Ausland; Geschichte; Geschichtsdarstellung; Office language; Amtssprache; Sprachverhalten; Kanada
Abstract	Linguistic identity is deeply embedded in how individuals identify within groups and cultures (Gee, 2000; Sachs, 2005). The contexts of English as a second language (ESL) teaching in Quebec and ESL teachers' range of linguistic repertoires provide an interesting landscape for considering issues of identity, equity, and acceptance (De Costa & Norton, 2017; Norton, 2014). Through surveys, interviews and focus groups with pre- and in-service ESL teachers, we explore how language and professional identities develop through the lens of French/English identity intersections and acceptance in these teaching contexts. Our findings show a pattern that is unique to the ESL Quebec context: In French-language schools it is often how an ESL teacher's linguistic identity is seen, rather than how they self-identity that appears to be essential to their success in integrating into teaching communities. Our research has important implications for our understanding of the ways ESL teachers' linguistic identities are performed and accepted within plurilingual contexts of teaching. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01