Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment (Routledge Research in Language Education)

Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Illustrations
	Figures
	Tables
List of Contributors
Foreword
	References
Acknowledgments
Language Teacher Identity Tensions: An overview
	References
Part I: Tensions and Teacher Identity Construction
	Chapter 1: Making Sense of Teacher Identity Tensions through Critical Autoethnographic Narrative: Pedagogizing Identity in Teacher Education
		Introduction
		Identity-Oriented Teacher Learning Activities
		Language Teacher Identity Tensions
		An Empirical Study
			Development and Implementation of Critical Autoethnographic Narrative
				From Bedrettin’s Eye/I
				From Ufuk’s Eye/I
			Methods
				Data Collection and Analysis
			Findings
				Tensions between Language “Accuracy” and “Fluency”: Transitioning from High School to an EMI University
				Tensions of In-Betweenness at University: Socioeconomic Status, Culture, and Language
				Tensions of Teaching without Formal Teacher Preparation
		Discussion and Conclusion
		References
	Chapter 2: Systemic Tensions and ESOL Teacher Identity Development: From Affinity to Disaffinity
		Introduction
		Theoretical Frameworks and Literature Review
			Gee’s Identity Framework
			Engeström’s Activity Theory
		An Empirical Study
			Methodology
				Context of the Study
				Participant
				Data Collection
					Narrative Frames
					Interviews
					Teaching Journals
				Data Analysis
					Narrative Analysis
					Analysis of Narrative
			Findings
				Strong Affinity with Teaching
				Systemic Contradictions and Disaffinity
		Discussion
		Conclusion and Directions for Further Research
		References
	Chapter 3: Negotiating Tensions between Aspired and Practiced Identities: An Australian Case of Agency in Language–Content Teacher Collaboration
		Introduction
		Theoretical Framework
			Language Teacher Identity and Identity Tensions
			Language–Content Teacher Collaboration as a Site of Identity Tensions
		The Relationship between Language Teacher Identity Tensions and Agency
		An Empirical Study
			Method
		Findings and Discussion
			Negotiating Identity Tensions Related to Collaborative Practices
			Negotiating the Identity Tensions Related to Time Factors
			Negotiating Identity Tensions Related to Content-Area Knowledge
		Implications for Identity Tension
		Conclusion and Directions for Future Research
		References
	Chapter 4: Age and Nationality: Identity Tensions in Kuwait
		Introduction
		Background
			Theoretical Approach
			Contextual Influences on Identity
			Kuwaitization
		An Empirical Study
			Methodology
			Findings
				Tension 1: Being Young
				Tension 2: Being Kuwaiti
				Managing and Resolving Identity Tensions
		Discussion
		Conclusion and Implications
		Appendix A: A Sample of Participants’ Written Narratives
			Asma’s First Written Narrative
				My Teaching Experience
			Suad’s Second Textual Narrative—In Response to Asma
				The Obstacles of Being Young
		Suad’s First Narrative
		References
	Chapter 5: Borderland Negotiations of Personal–Professional Identity: South Korean University-Level Language Educators in Japan
		Introduction
		Theoretical Underpinnings and Existing Research
			Complexifying “Criticality”
			Language Education, Koreans in Japan, and Korea–Japan Relations: A Brief History
		An Empirical Study
			Approaching the Study: Narrative Inquiry
			Research Question, Data Collection, and Analysis
			Narratives
				Min-jun
					Hye-jin
		Implications and Directions for Future Research
		References
	Chapter 6: Raciolinguistic Tensions in Translingual and Transnational Identity as Pedagogy
		Introduction
		Theoretical Background
		An Empirical Study
			The Context
			Participants
			Data Collection and Analysis
			Findings and Discussion
				Unraveling Discourses of Race and Language
				Helen: Language Discourses of Deficit
				Laila: Language and US-Based Intersectionality
		Implications for Teacher Identity Tensions
		Conclusion and Directions for Further Research
		References
	Chapter 7: Barriers to Entry as Barriers to Identity: Short Stories of the Struggles of Ethnic Minority English Language Teachers to Enter Teaching in Hong Kong
		Introduction
		Conceptual Framework: The Multifaceted Nature of Identity Work
		EM Populations in Hong Kong
		An Empirical Study
			Method
			Findings
				Short Story One: Begging for a Job?
					Who
					Where
					When
				Short Story Two: All That Heaven Allows
					Who
					Where
					When
		Discussion and Implications for Teacher Identity Tensions
		Conclusion and Directions for Further Research
		References
Part II: Identity Tensions and Teacher Education
	Chapter 8: Identity Tensions in Teacher Education
		Introduction
		Theoretical Framework
			Student Teacher Identities
			Poststructural Perspective on Language Teacher Students’ Development
		An Empirical Study
			Context of the Study and Participants
			Data Source and Data Analysis
			Findings
				Entering the Teacher Education Program
					Student Teacher 1: Helena
					Student Teacher 2: Mari
					Student Teacher 3: Elisa
				During Studies
					Student Teacher 1: Helena
					Student Teacher 2: Mari
					Student Teacher 3: Elisa
				At the End of Studies
					Student Teacher 1: Helena
					Student Teacher 2: Mari
					Student Teacher 3: Elisa
				Identity Tensions at the Micro, Meso, and Macro Levels
		Implications for Teacher Identity Tensions
		Directions for Further Research
		References
	Chapter 9: Understanding and Promoting Inclusive TESOL through Participatory Community Engagements: A Duoethnographic Study
		Introduction
			Theoretical Underpinnings and Existing Research
				The Syrian Refugee Crisis and Its Impact on Language Education in Türkiye
			Teacher Agency in Critical Contexts: Navigating through the Refugee Crisis as Language Educators
		An Empirical Study
			Author-Researchers’ Selves
				Özgehan and İrem’s Duoethnography: Study Design
				Özgehan and İrem’s Duoethnography: Findings
			Understanding (Un)Belonging and Refugee Learners’ Identity Work
			Finding Balance in Our Learning and Tensions
		Implications for Teacher Identity Tensions
		Conclusion
		References
	Chapter 10: “I Am Not the Other”: A Yazidi American Teacher’s Identity Work
		Introduction
		Immigrant Teacher Identity and Models of Teacher Identity
			Immigrant Language Teacher Identity
			Identity (Re)sources
			Identity and Investment
		An Empirical Study
			Method
			Findings
				“I Am Not the Other”
				“We Are Not Against People”
				“When I Looked at Them I See Myself”
		Discussion
		Implications for Teacher Identity Tensions
		Conclusion and Directions for Further Research
		Appendix
			Interview Guide for Teachers
			Subsequent Interviews
		References
	Chapter 11: Navigating Identities, Tensions, and (Non)agentive Positions in a TESOL Graduate Course: A Case Study of One Multilingual ESOL Pre-Service Teacher
		Introduction
		Background of Identity Tensions
		Teacher Identities, Positioning, Tensions, and Agency for Social Justice
		An Empirical Study
			Method
				Contextual Background and the Participant
				Data Resources and Analysis
			Findings
				Citizenship Privileges and Immigration
				Cultural and Racial Identities
				White Privilege
				Systemic Racism
				Accentism
		Implications for Teacher Identity Tensions
		Conclusion and Directions for Further Research
		References
Part III: Identity Tensions and Teacher Beliefs and Practices
	Chapter 12: Language Teachers’ Gendered Identity: Unpacking Tensions in Agency, Instructional Practice, and Professional Development
		Introduction
		Conceptions of Teacher Gendered Identity
		Research on Teacher Gendered Identity Tensions
		An Empirical Study
			Method
			Findings
				Discrimination in Favor of Male Teachers
					Male Teachers’ Job Promotion
					Male Teachers’ Higher Salary
				Constraints on Female Teachers
					Restrictions on Female Teachers’ Dress Code
					Restrictions on Female Teachers to Be Part of the Community of Practice
				Female Teachers’ Uneasy Interpersonal Relationships with the Opposite Gender
					Female Teachers’ Uneasy Interpersonal Relationship with Students of the Opposite Gender
					Female Teachers’ Uneasy Interpersonal Relationship with Colleagues of the Opposite Gender
		Discussion and Implications for Teacher Identity Tensions
		Conclusion and Directions for Further Research
		References
	Chapter 13: Enacting Well-Being: Identity and Agency Tensions for Two TESOL Educators
		Introduction
		Literature Review
			Language Teacher Identity Tensions
			Language Teacher Identity and Agency
			Identity, Agency, and Well-being
		An Empirical Study
			Methods
			Findings
				Caring Teachers with Caring Practices
				Raising Tensions
				Resolving Tensions (or Not)
		Conclusion and Implications for Teacher Identity Tensions
			The Relation Between Agency, Identity, and Well-being
			Benefits of Identity-Oriented Teacher Education
			Challenges of Identity-Oriented Teacher Education
			Ways Forward
		References
	Chapter 14: Language Teacher Professional Values, Identity Tensions, and Agentive Actions in the Adult ESL Setting
		Introduction
		Language Teacher Identity Tensions and Agency
		An Empirical Study
			Method
			Findings: The Reciprocal Influence of Professional Values on Teacher Identity and Agency
				Agnes Values Relationships with Others
				Mary Values Community and Facilitating Learning
				Suzy Values Cultural Diversity and Practical English
		Practical Implications for Teacher Identity Tensions
		Conclusion and Directions for Further Research
		References
	Chapter 15: Negotiating Identity Tensions through Feeling Power
		Introduction
		Literature Review on Language Teacher Emotion
		Theoretical Framework: Feeling Power and Emotional Reflexivity
		An Empirical Study
			Research Questions
			Methodology
			Findings and Discussion
				“I Am Not the Only One!”: Feeling Empowered through a Supportive Community
				“I Recognize the Imbalance”: Recognizing and Locating Identity Tensions
				“I Am a Different Teacher Now”: Feeling Power through Emotional Reflexivity
		Implications for Teacher Identity Tensions
		Conclusion and Directions for Further Research
		References
Epilogue
	References
Index