Negotiating Tensions: A Study of Pre-service English as Foreign Language Teachers' Sense of Identity Within Their Community of Practice
Negotiating Tensions: A Study of Pre-service English as Foreign Language Teachers' Sense of Identity Within Their Community of Practice
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谈判紧张局势：职前英语作为外语教师在其实践社区中的认同感研究
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发表时间：
2020
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通讯作者：
C. Bailey
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作者：
H. Vega;Golnaz Arastoopour Irgens;C. Bailey
语言教师身份的动态性要求我们理解教师职业身份形成的过程。在英语作为外语（EFL）的背景下，身份的形成涉及导航主导话语周围的本族语和非本族语者的层次二分法，将非本族语教师在较小的类别。本研究对四位英语教师职前培训班教师的访谈资料进行了定性分析。本研究的结果显示，职前教师是如何协商的做法被认为是有价值的，他们的教育计划。本研究的发现表明，职前英语教师的身份协商过程主要以采用和一定程度的紧张围绕意识形态的NS和无标记言语为特征。本研究有助于现存的对话的问题化的本地非母语的二分法，并讨论了独特的启示的认知网络分析，以检查过程中的身份形成和协商超出了语言教师的背景。
The dynamic nature of language teacher identity requires an understanding of the processes involved in the formation of teachers’ professional identity. In the context of English as a foreign language (EFL), identity formation involves navigating dominant discourses around a hierarchical dichotomy of native and non-native speakers placing non-native teachers in a lesser category. This research presents a qualitative analysis of interview data of 4 pre-service teachers in an EFL teacher education program. Using the community of practice identity negotiation framework, the findings of this study show how pre-service teachers are negotiating practices deemed as valuable by their education program. The findings in this study suggest that EFL pre-service teachers’ processes of identity negotiation were mainly characterized by adoption and some degree of tension around ideologies privileging the NS and unmarked speech. This study contributes to the extant conversation about the problematization of the native non-native speaker dichotomy and discusses the unique affordances of Epistemic Network Analysis to examine processes of identity formation and negotiation beyond the context of language teachers.