Non-Native English-Speaking Teachers' Negotiations of Program Discourses in Their Construction of Professional Identities within a TESOL Program

Autor/in	Ilieva, Roumi
Titel	Non-Native English-Speaking Teachers' Negotiations of Program Discourses in Their Construction of Professional Identities within a TESOL Program
Quelle	In: Canadian Modern Language Review, 66 (2010) 3, S.343-369 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.66.3.343
Schlagwörter	Preservice Teacher Education; Masters Programs; Graduate Students; Teacher Education Programs; Universities; International Programs; Language Teachers; English (Second Language); Second Language Instruction; Foreign Countries; Foreign Students; Self Concept; Portfolios (Background Materials); Sociocultural Patterns; Student Attitudes; Australia; Canada; United Kingdom; United States + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; University; Universität; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Selbstkonzept; Soziokulturelle Theorie; Schülerverhalten; Australien; Kanada; Großbritannien; USA
Abstract	The professional identity of language teachers has gained prominence in research on language instruction in the last decade. This article adds to work by critically exploring how teacher education programs allow non-native English-speaking teachers (NNESTs) to construct positive professional identities and become pro-active educators. It reports on a study of the discursive constructions of professional identities that 20 NNES pre-service teachers developed within a Master of Education TESOL program for international students in a Canadian university. Drawing on post-structural and sociocultural understandings of identity, the article offers a Bakhtinian analysis of the negotiations and dialogical appropriations of authoritative program discourses that these pre-service NNESTs reflected upon in portfolios summarizing their learning in the program. The article concludes by describing the implications of this research for TESOL and cost-recovery international programs in British, Australian, and North American universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10