‘How come they struggle with such simple work?’: parents’ perceptions of language teacher identity and teaching practice

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2022-08-09 DOI:10.1080/0305764X.2022.2094894

C. Nguyen, J. Trent, T. Nguyen

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Abstract

ABSTRACT This paper reports the results of a qualitative study that explores the perspectives of one group of parents on English language teachers’ identity and practice in primary schools in Vietnam. Grounded in mixed identity theories (self and others), this study uses in-depth interviews to reveal how these parents position English language teachers and teaching in these schools. The results suggest that two discourses underpin a hierarchical relationship between different primary school English language teachers, which, in turn, establishes and perpetuates a deficit view of those identified as ‘Vietnamese teachers’ of English. It is argued that calls for greater community involvement in language education policy must be accompanied by opportunities for all stakeholders to discover and critically examine the discourses that underpin their positioning of language teaching and teachers. Implications for designing and implementing language education policy to achieve such problematisation in practice are discussed and suggestions for future.

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“他们怎么会在这么简单的工作中挣扎？”：家长对语文教师身份的认知与教学实践

摘要本文报告了一项定性研究的结果，该研究探讨了一组家长对越南小学英语教师身份和实践的看法。本研究以混合身份理论（自我和他人）为基础，通过深入访谈来揭示这些家长如何定位这些学校的英语教师和教学。研究结果表明，这两种话语支撑了不同小学英语教师之间的等级关系，这反过来又建立并延续了对那些被认定为英语“越南教师”的人的缺陷观。有人认为，在呼吁社区更多地参与语言教育政策的同时，所有利益相关者都必须有机会发现和批判性地审视支撑其语言教学和教师定位的话语。讨论了在实践中设计和实施语言教育政策以实现这种问题化的意义，并对未来提出了建议。

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

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.