Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage
Although the notion of English language teacher identity has drawn increasing interest in the literature, little is known about how teachers of English construct identities in disadvantaged settings. This study explored how three teachers of English in disadvantaged Chilean public schools construct...
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Universidad Distrital Francisco José de Caldas
2024-06-01
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| Series: | Colombian Applied Linguistics Journal |
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| Online Access: | https://revistas.udistrital.edu.co/index.php/calj/article/view/19641 |
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| author | Victor Birkner |
| author_facet | Victor Birkner |
| author_sort | Victor Birkner |
| collection | DOAJ |
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Although the notion of English language teacher identity has drawn increasing interest in the literature, little is known about how teachers of English construct identities in disadvantaged settings. This study explored how three teachers of English in disadvantaged Chilean public schools construct identities and exercise agency while using prescribed textbooks. The investigation used a narrative inquiry methodology and was positioned within a sociocultural paradigm. Based on semi-structured online interviews, thematic narrative analysis was used to analyze the data collected. The findings suggest that teachers construct various identities as textbook users depending on their previous experience, level of professional development, and interactions with textbooks. According to the research, teachers exercise agency to construct new identities as textbook users by drawing on two temporal aspects that include prior experiences as English language learners and a mental image of the kind of teacher they want to become. Professional development and textbook interaction may also influence the construction of identities regarding textbook use. The article concludes with suggestions for language teachers and English language teacher education.
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| format | Article |
| id | doaj-art-1a99c9ebfaf242eca3fe56b159f5f7bd |
| institution | Kabale University |
| issn | 0123-4641 2248-7085 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Universidad Distrital Francisco José de Caldas |
| record_format | Article |
| series | Colombian Applied Linguistics Journal |
| spelling | doaj-art-1a99c9ebfaf242eca3fe56b159f5f7bd2024-11-28T13:14:32ZengUniversidad Distrital Francisco José de CaldasColombian Applied Linguistics Journal0123-46412248-70852024-06-0126110.14483/22487085.19641Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook UsageVictor Birkner0universidad catolica silva henriquez Although the notion of English language teacher identity has drawn increasing interest in the literature, little is known about how teachers of English construct identities in disadvantaged settings. This study explored how three teachers of English in disadvantaged Chilean public schools construct identities and exercise agency while using prescribed textbooks. The investigation used a narrative inquiry methodology and was positioned within a sociocultural paradigm. Based on semi-structured online interviews, thematic narrative analysis was used to analyze the data collected. The findings suggest that teachers construct various identities as textbook users depending on their previous experience, level of professional development, and interactions with textbooks. According to the research, teachers exercise agency to construct new identities as textbook users by drawing on two temporal aspects that include prior experiences as English language learners and a mental image of the kind of teacher they want to become. Professional development and textbook interaction may also influence the construction of identities regarding textbook use. The article concludes with suggestions for language teachers and English language teacher education. https://revistas.udistrital.edu.co/index.php/calj/article/view/19641agencymarginalizationprofessional developmenttextbooks English language teacher identity |
| spellingShingle | Victor Birkner Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage Colombian Applied Linguistics Journal agency marginalization professional development textbooks English language teacher identity |
| title | Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage |
| title_full | Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage |
| title_fullStr | Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage |
| title_full_unstemmed | Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage |
| title_short | Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage |
| title_sort | exploring english language teacher identity construction in disadvantaged chilean schools through textbook usage |
| topic | agency marginalization professional development textbooks English language teacher identity |
| url | https://revistas.udistrital.edu.co/index.php/calj/article/view/19641 |
| work_keys_str_mv | AT victorbirkner exploringenglishlanguageteacheridentityconstructionindisadvantagedchileanschoolsthroughtextbookusage |