在全球英语织锦中揭示印度尼西亚英语教师的专业身份:机遇还是障碍?

Laelah Al Mubarokah
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引用次数: 0

摘要

英语作为全球语言的日益盛行,对英语教学(ELT)的许多基本信念提出了质疑。尽管近年来对 EFL 教师和学生的身份构建进行了广泛研究,但很少有研究涉及在不同国家继续深造的印度尼西亚英语教师在其学术和职业经历中如何在错综复杂的全球英语(GEs)动态中协商其职业身份。本研究在全球英语(GEs)框架内考察了四位印度尼西亚英语教师的专业身份,探讨了英语作为全球语言的普及是他们专业发展的机遇还是障碍。通过叙事案例研究、半结构式访谈,了解了他们的经历、挑战以及对全球英语在其专业身份中的作用的看法。初步研究结果表明,在采用全球英语的过程中,机遇与障碍之间存在着微妙的相互作用。这项研究的意义延伸到教师教育项目和专业发展计划,旨在增强印尼英语教师的能力,使他们能够接受自己在全球英语社区中不断演变的角色。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unrevealing the Professional Identity of Indonesian English Teachers in the Tapestry of Global Englishes: Opportunities or Obstacles?
The rising prevalence of English as a global language has questioned numerous foundational beliefs underpinning English language teaching (ELT). Although there has been extensive research on identity construction among EFL teachers and students in recent years, little research addresses how Indonesian English teachers who are continuing their studies in various countries negotiate their professional identities within the intricate dynamics of Global Englishes (GEs) during their academic and professional experiences. This study examines the professional identity of four Indonesian English teachers within the Global Englishes (GEs) framework, exploring whether the proliferation of English as a global language presents an opportunity or an obstacle to their professional development. Through a narrative case study, semi-structured interviews were used to capture their experiences, challenges, and perceptions regarding the role of GEs in their professional identity. Preliminary findings suggest a nuanced interplay between perceived opportunities and obstacles in adopting Global Englishes. The implications of this research extend to teacher education programs and professional development initiatives, aiming to empower Indonesian English teachers to embrace their evolving roles within the global English-speaking community.
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