Investigating Factors Detrimental to Students’ Construction of English Language Teacher Identities
Keywords:
detriment, pluralistic, efficacy, deleterious, disengagementAbstract
In English Language teaching, the identity of teachers is pivotal in creating a congenial environment for learning. It indicates the individualized and professional features that frame the way an ELT teacher approaches their practice of instruction. Multiple numbers of factors can influence teacher identity. Teacher’s personal backgrounds, scholarship, experience, social and cultural values along with personal beliefs are some among them. All these contribute to designing the manner by which a teacher interacts with his students, tests students’ knowledge and drafts the lesson plan. Instructor’s approach to language learning and teaching also determines a teacher’s identity. Some teachers prefer to adopt Grammar Translation Method while others may center on learning by doing or Communicative Language Teaching. The selection of these methods can show the conceptual understanding of the teachers related to how to develop the linguistic proficiency of students and the role of language in communication.
References
Anne Swan (2015) (En)Countering Native-speakerism,
Beijaard, D., Meijer, P. C., &Verloop, N. (2004). “Reconsidering research on teachers’ professional identity. Teaching and Teacher Education”, 20(2), 107-128. http://dx.doi.org/10.1016/j.tate.2003.07.001
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). USA and Canada, Routledge.
Huang, I., & Varghese, M. (2015). “Toward a Composite, Personalized, and Institutionalised Teacher Identity for Non-Native English Speakers in U.S”. Secondary ESL Programs, Critical Inquiry in Language Studies, 12 (1) 51-76. DOI: 10.1080/15427587.2015.997651.
Sarasa, M. C. (2016). “A Narrative Inquiry into Preservice English Teachers’ Imagined Identities”. Education and Learning Research Journal, (12), 96-114
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Zacharias, N. T. (2010). The evolving teacher identities of 12 South/East Asian teachers in U.S. graduate programs, (Unpublished Doctoral Dissertation). Indiana University of Pennsylvania.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 ISHAL PAITHRKAM
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
