Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives

Keywords: Identity, language learners’ identities, teacher identity, classroom interaction, second language acquisition

Abstract

This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers’ narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university in Tunja, was the product of permanent interaction and dialogue with student-teachers in their initial teaching experiences. Narratives, in-depth interviews, and journals were used as data collection instruments. Data were analyzed using the grounded theory approach. The results suggest that student-teachers construct and re-construct their identities as language learners and future teachers across classroom interactions and their empowerment through teaching and reflection

Downloads

Download data is not yet available.

Author Biographies

Nancy María Torres-Cepeda, Universidad Pedagógica y Tecnológica de Colombia, Colombia

holds an M.A in Language Teaching and a B.A in Modern Languages Spanish-English from Universidad Pedagógica y Tecnológica de Colombia. She is a full-time English language teacher at El Divino Niño school in the state of Boyacá, Colombia. She is also a member of the research group TONGUE at Universidad Pedagógica y Tecnológica de Colombia. As part of the research group TONGUE, she has authored and coauthored research academic papers as a result of her research interest in EFL learning and teaching. Her research interests encompass teacher identity construction, critical pedagogy, and material development.

Bertha Ramos-Holguín, Universidad Pedagógica y Tecnológica de Colombia, Colombia

holds a Ph.D in Education Sciences  from Universidad Pedagógica y Tecnológica de Colombia (UPTC), an M.A in Applied Linguistics to the Teaching of English as a Foreign Language  and a B.A in Modern Languages from Universidad Distrital Francisco José de Caldas. She is currently a researcher and an English professor in the School of Languages at UPTC.  As part of the research group TONGUE, she has authored and coauthored research academic papers and English textbooks as a result of her research interest in EFL learning and teaching. She has also been part of diverse academic and scientific committees in tertiary institutions in Colombia.

References

Anspal , T., Eisenschmidt, E., & Löfström, E. (2012). Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives. Teachers and Teaching, 18 (2), 197-216.

Bain, J., Ballantyne, R., Packer, J. & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5, 51-74.

Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47,12-27.

Barkhuizen, G. (Ed.). (2017). Reflections on language teacher identity research. New York: Routledge.

Barry, P. & O’Callaghan, C. (2008). Reflexive journal writing. Nordic Journal of Music Therapy, 17(1), 55-66.

Beijaard, D., Meijer, P. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.

Bell, J. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207–213.

Bullough, R. (1997). Practicing theory and theorizing practice. In J. Loughran, & T. Russell (Eds.), Purpose, passion and pedagogy in teacher education (pp. 13-31). London: Falmer Press.

Bruner, J. (1994). Life as narrative. In Dyson, A. & Genishi, C. (Eds.), The need for story: Cultural diversity in classroom and community (pp. 28-37). Urbana, IL: National Council of Teachers of English.

Cattley, G. (2007). Emergence of the professional identity for the pre-service teacher.

International Education Journal, 8(2), 337–347

Connelly, F., & Clandinin, D. (1990). Stories of experience and narrative inquiry. Researcher, 19(4), 2–14.

Duff, P. (2012). Identity, agency and Second Language Acquisition. In A. Mackey & S. Gass (Eds.), Handbook of second language acquisition (pp. 410-426). London: Routledge.

Flores, M. & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teacher and Teacher Education, 22, 219-232.

Gadamer, H. (2002). Acotaciones hermenéuticas. Madrid: Editorial Trotta.

Geijsel, F. & Meijers, F. 2005. Identity learning: The core process of educational change. Educational Studies, 31, 419-430.

Giroux, H. (1988). Teachers as Intellectuals: Toward a critical pedagogy of learning. New York: Bergin & Garvey.

Gumperz, J. (Ed.). (1982). Language and social identity. Cambridge: Cambridge University Press.

Hayes, D. (2005). Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and

Teaching: theory and practice, 11(2), 169-194.

Hofer, B. (2001). Personal epistemology research: implications for learning and teaching. Journal of Educational Psychology Review, 13(4), 353-381.

Insuasty, E. & Zambrano, L. (2010). Exploring reflective teaching through informed journal keeping and blog group discussion in the teaching practicum. PROFILE, 12(2), 87-105.

Johnson, M. (1993). Moral imagination: implications of cognitive science for ethics. Chicago: University Press.

Korthagen, F. (2010). Situated learning theory and the pedagogy of teacher education: towards and integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98-106.

Locke, T. (2004). Critical discourse analysis. London: Continuum.

Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. London: Pearson/Longman.

Norton, B. (2010). Language and identity. In Hornberger & S. McKay (Eds). Sociolinguistics and language education. Clevedon, UK: Multilingual Matters.

Norton, B., & McKinney, C. (2010). An identity approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp.73-93). New York, US: Routledge.

Norton, B. (2011). The Practice of theory in the language classroom. Issues in Applied Linguistics, 18(2), 171-180.

Oltmann, S. (2016). Qualitative interviews: A methodological discussion of the interviewer and respondent contexts. Forum: Qualitative Social Research, 17(2), 1-12.

Pavlenko, A., & Blackledge, A. (Eds.). (2004). Negotiation of identities in multilingual contexts. Clevedon, UK: Multilingual Matters.

Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28 (2), 163-188.

Schön, D. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Books.

Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34 (4), 14-22.

Wenger, E. (1998). Communities of practice, learning, meaning, and identity. New York: Cambridge University Press.

Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers' research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259.

Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Malden, MA: Blackwell Publishers.

Published
2019-06-21
How to Cite
Torres-Cepeda, N. M., & Ramos-Holguín, B. (2019). Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives. GiST Education and Learning Research Journal, 18, 6-27. https://doi.org/10.26817/16925777.441