Teaching two languages: navigating dual identity experiences

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
V. Tavares
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引用次数: 0

Abstract

ABSTRACT Research on language teacher identity has grown exponentially over the last two decades. By researching language teacher identity, we develop a better understanding of how sociological issues generally impact teachers’ lives. For non-native language teachers, in particular, challenges tend to originate from language ideologies around monolingualism as well as native-speakerism and affect teachers’ identities in terms of legitimacy and acceptance. However, our existing knowledge has focused on the experiences of teachers teaching one language and reflected primarily the experiences of teachers teaching English as a second or foreign language. In this paper, I employ autoethnography as a method to explore my own identity-related experiences as a teacher of two languages: English and Portuguese. Two concerns guided my inquiry: first, what kinds of experiences – e.g. challenges, conflicts, discoveries – emerge within each teaching context, and second, how teachers navigate their dual identity-related experiences – in other words, how they make sense of such experiences. In describing my experiences, I highlight the negative impact of cultural stereotypes and linguistic purism on one hand, while on the other, the positive impact of teaching in a multicultural setting to my personal and professional identities.
双语教学:驾驭双重身份体验
摘要:在过去的二十年里,对语言教师身份的研究呈指数级增长。通过研究语言教师身份,我们可以更好地理解社会学问题通常如何影响教师的生活。特别是对于非母语教师来说,挑战往往源于单语主义和母语主义的语言意识形态,并影响教师在合法性和接受度方面的身份。然而,我们现有的知识集中在教师教授一种语言的经验上,主要反映了教师将英语作为第二语言或外语教学的经验。在本文中,我采用民族志作为一种方法来探索我作为两种语言(英语和葡萄牙语)教师的身份相关经历。有两个问题指导了我的调查:第一,在每个教学环境中出现了什么样的经历,例如挑战、冲突、发现;第二,教师如何驾驭他们与双重身份相关的经历——换句话说,他们如何理解这些经历。在描述我的经历时,我一方面强调了文化刻板印象和语言纯粹主义的负面影响,另一方面,在多元文化环境中教学对我的个人和职业身份的积极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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