Language Teacher Identity and the Domestication of Dissent: An Exploratory Account

Autor/in	Morgan, Brian
Titel	Language Teacher Identity and the Domestication of Dissent: An Exploratory Account
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 50 (2016) 3, S.708-734 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.316
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Advocacy; Professional Identity; Knowledge Base for Teaching; Applied Linguistics; Teacher Certification; Adult Education; Adult Educators; Employment Level; Teacher Qualifications; Group Membership + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Sozialanwaltschaft; Teaching theory; Theory of teaching; Unterrichtstheorie; Linguistics; Linguistik; Angewandte Linguistik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Beschäftigungsgrad; Lehrqualifikation; Gruppenzugehörigkeit
Abstract	In this article, the notion of dissent refers to a more critical, ideological orientation to advocacy for and by TESOL professionals. The notion of domestication refers to identity-forming practices in the knowledge base of language teacher education (LTE) and in professional certification processes that potentially displace this critical orientation. After a discussion of field-internal examples (e.g., epistemic dependencies, Kumaravadivelu, 2012; linguistics applied, Widdowson, 1980; language objectification, Reagan, 2004), the article takes up a specific context of "domestication": TESL Ontario's accreditation processes and requirements for the certification of adult instructors of ESL (English as a second language). Examining organizational documents and membership survey data, the article suggests that the framing of advocacy is inadequate for the conditions of underemployment and overqualification in this jurisdiction. The article then suggests an alternative for fostering critical advocacy skills in preservice programming: an "Issues Analysis Project," in which teachers identify a "gap" in the field (i.e., pedagogical, ideological) and design a "blueprint for action" (e.g., advocacy letter, policy statement, workshop, curricular innovation) that potentially offers a resolution. The conclusions take up the broader implications of the study for language teacher identity negotiation as well as the TESOL organization's efforts in promoting advocacy amongst its membership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01