Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-06-06 DOI:10.1002/tesq.3238

Trish Morita‐Mullaney, Jenna Cushing-Leubner, Michelle Benegas, Michelle C. S. Greene, Amy Stolpestad

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引用次数: 0

Abstract

During Emergency Remote Teaching and Learning (ERTL) and the closure of schools due to the COVID-19 pandemic, teachers of multilingual students were positioned to adopt varied outreach methods to sustain access to education among multilingual families. Prior to ERTL, instruction in schools was socially situated as having greater institutional value relative to service-oriented tasks, yet service-related needs, including health and human services and/or access to technology increased during the physical closure of schools. EL teachers took on more service-related tasks for their MLL families and did so by assuming, negotiating and resisting particular roles;a reflexive and interactional process. Using theories of teacher positioning and language teacher identity, we examined the experiences of EL teachers in the Great Lakes Region of the US. Findings demonstrate that few EL teachers resisted roles within instruction and service during ERTL, a critical dimension of teacher identity transformation and advocacy for MLLs. As we move into recovery from the COVID-19 pandemic and into a Remote Teaching and Learning (RTL) period, implications suggest that when EL teachers' roles and identities are incongruous, resilience can be fostered informing a unique form of agency and teacher leadership;a necessary characteristic for an equity-informed education. © 2023 The Authors. TESOL Quarterly published by Wiley Periodicals LLC on behalf of TESOL International Association.

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应急远程教学中英语教师角色与身份的冲突

在紧急远程教学和学校因COVID-19大流行而关闭期间，多语种学生的教师可以采取各种外展方法，以维持多语种家庭接受教育的机会。在实施“过渡性教育”之前，学校教学在社会地位上相对于面向服务的任务具有更大的体制价值，但在学校实际关闭期间，与服务有关的需求，包括保健和人力服务和/或获得技术的机会增加了。外语教师承担了更多与服务相关的任务，并通过假设、谈判和抵制特定的角色来实现;这是一个反思和互动的过程。本文运用教师定位理论和语言教师认同理论，对美国大湖地区英语教师的经验进行了考察。研究结果表明，在ERTL中，很少有英语教师抵制教学和服务中的角色，这是教师身份转变和倡导mls的关键维度。随着我们从2019冠状病毒病大流行中恢复过来，进入远程教学(RTL)时期，由此产生的影响表明，当远程教学教师的角色和身份不协调时，可以培养韧性，形成一种独特的机构形式和教师领导，这是公平教育的必要特征。©2023作者。Wiley期刊有限责任公司代表国际TESOL协会出版的《TESOL季刊》。

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

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.