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Research in Progress: CLIL Teachers’ Identity Construction and Negotiation

100%
Hu H.
The New Educational Review
|
2023
|
vol. 72
244-252
EN
This brief report presents preliminary findings of a qualitative investigation into five Content and Language Integrated Learning (CLIL) academics’ professional attributes and identities in China. The findings revealed that the participants possessed diverse types of capital essential to CLIL, including human, social, psychological, cultural, identity, and agentic capital, though with mixed controls. The temporality of personal experiences and the social networks surrounding the participants were deemed influential in shaping and negotiating their professional identities. The study concluded with implications for institutional administrators and leaders, who should consider teachers’ development needs, especially their learning, social and psychological needs, to create an academically supportive, emotionally engaging and socially collaborative organisational climate.
2
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Aligning Who I Am with What I Do: Pursuing Language Teacher Authenticity

75%
Gregersen T.
Theory and Practice of Second Language Acquisition
|
2015
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vol. 1
|
issue 1
EN
This study explores the dynamic, interactive relationship between teacher identity and authenticity. Through an examination of several socio-cultural (social identity, situated learning, and image text) and psycholinguistic (individual differences) second language acquisition theories, a conceptualization of identity is provided. Subsequently, language teacher authenticity is characterized from both a philosophical and pedagogical perspective and connected to the notion of teacher identity. The final section of the paper presents research-based applications that include reflecting critically, redefining personal credibility, discovering one’s personal style, displaying emotion and recognizing diversity to facilitate the positive-broadening quest of aligning one’s identity (i.e., who I am) with authenticity (i.e., what I do).
3
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“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

75%
Calafato R.
Studies in Second Language Learning and Teaching
|
2021
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vol. 11
|
issue 4
579-606
EN
To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.
4
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The profile of M.A. university students – future teachers of English in the process of obtaining full professional qualifications

71%
Michońska-Stadnik A.
Neofilolog
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2015
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issue 44/2
183-192
PL
In professional research literature learner identity, motivation and autonomy are frequently the focus of attention. Identity is believed to be responsible for beliefs and opinions about the process of language attainment. Although much more has been written on learner identity, teacher identity is usually marginalized. The study summarized in this paper focuses on students – future teachers of English (N=32)- who attend M.A. EFL seminars to obtain full teaching qualifications. The students were asked to give answers to seven questionnaire statements referring to their present teaching careers and their former studies. It appeared that students coming from educational backgrounds other than university frequently show gaps in knowledge of second language acquisition theory and practice. What is more, as the ELT seminars cater mostly for students from institutions outside the university, considerable remedial work is needed in order to make it possible to prepare the students to write their M.A. theses independently.
5
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Ewaluacja roli społecznej nauczycieli języka niemieckiego w kontekście zaburzenia stabilizacji zawodowej

63%
Papierz-Łapsa E.
Neofilolog
|
2019
|
issue 53/2
227-247
EN
In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL). The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustrate the disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.
6
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Language teacher positioning in a teacher promotion examination: a small story approach

63%
Werbińska D.
Neofilolog
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2020
|
issue 54/1
133-153
EN
Although there is an increasing body of research on diverse aspects of language teachers’ professional practice there are still contexts that remain hardly explored. One such context is the oral examination situation encountered by experienced language teachers in Poland who aspire to be promoted in the ranks of the teaching profession. Drawing on positioning theory as a methodological tool to analyse the experience of one English teacher’s promotion examination situation, I will attempt to find out what aspects of teacher identity emerge from the small stories employed in the examination situation, as well as what lessons can be learnt from a study about teacher positioning (both selfpositioning and being positioned) in the professional assessment context. Although the study is set in the Polish context, it may contribute to the knowledge on language teacher identity (re)construction in general through its focus on one area of language teacher professional practice – taking a teacher promotion examination.
7

Austausch am eigenen Leib erfahren – die Rolle der Reflexion für angehende Lehrende in interkulturellen Begegnungen

51%
Bodył D., Chmielewska-Molik K., Gorąca-Sawczyk G.
Germanica Wratislaviensia
|
2018
|
vol. 143
457 - 470
DE
In dem Beitrag wird dargestellt, welche Rolle die Reflexion in der Bildung von Fremdsprachenlehrenden spielt und wie sie in handlungsorientierten Vorgehensweisen entwickelt werden kann. Das Ziel des Artikels ist es, die Ergebnisse einer Befragung unter acht Masterstudierenden der Angewandten Linguistik, die zu Deutsch- und Englischlehrenden ausgebildet werden und an dem deutsch-polnischen Seminar zum Thema Schüleraustausch in Kreisau teilgenommen haben, zu präsentieren. Die Möglichkeit, sich mit den deutschen Kollegen (jungen Lehrenden im Referendariat) auszutauschen, hat bei den Studierenden das Gefühl der Zugehörigkeit zur Lehrerschaft ausgelöst und ihnen gezeigt, dass sie einen großen Einfluss auf die Entwicklung interkultureller Kompetenz bei ihren SchülerInnen haben.
EN
The paper describes the role of reflection in training foreign language teachers and shows how it can be fostered in the initiatives based on the concept of learning by doing. The purpose of this article is to present the results of an opinion poll on the reflections of 8 MA students of Applied Linguistics who are training to become German and English teachers and who took part in a Polish-German Seminar on school exchanges in Krzyżowa. Having had the opportunity to share their knowledge and experiences with young teachers from Berlin also gave them the feeling of being a part of the teaching community and showed them that they can have a great impact on the development of intercultural competence by their own pupils. It also contributed to developing their own intercultural competence.
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