{"title":"只是机器中的一个齿轮?在跨国背景下重新评价制度化的 EAP 教师身份","authors":"","doi":"10.1016/j.jeap.2024.101427","DOIUrl":null,"url":null,"abstract":"<div><p>Language teacher identity (LTI) research, critical approaches to language education, and English for Academic Purposes (EAP), have each grown into considerable areas of scholarship. However, not many studies have addressed topics at the intersection of these triple areas. Therefore, adopting a critical perspective on LTI construction within predominant language ideologies, this study aimed to investigate EAP teachers' professional identity formation in response to institutional policies in a Sino-British university in China. As part of a larger project, data bodies were collected through a narrative survey completed by 77 faculty members and semi-structured interviews with 36 of them at this transnational English-medium university. The analysis of narratives and interview transcripts through qualitative coding procedures revealed three major aspects of the participants' institutionalized identities: ‘The EAP teacher’ (comprising three roles: a cog in a machine, a British acculturation agent, and a mock monolingual role model); ‘The safe researcher’ of trendy topics; and ‘The service provider’ seeking promotion. The findings contribute insights into EAP LTI from a critical perspective by documenting how EAP teachers (are obliged to) construct institutionalized identities in relation to language ideologies and educational policies in a transnational higher education context.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Only a cog in a machine?: Reappraising institutionalized EAP teacher identities in a transnational context\",\"authors\":\"\",\"doi\":\"10.1016/j.jeap.2024.101427\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Language teacher identity (LTI) research, critical approaches to language education, and English for Academic Purposes (EAP), have each grown into considerable areas of scholarship. However, not many studies have addressed topics at the intersection of these triple areas. Therefore, adopting a critical perspective on LTI construction within predominant language ideologies, this study aimed to investigate EAP teachers' professional identity formation in response to institutional policies in a Sino-British university in China. As part of a larger project, data bodies were collected through a narrative survey completed by 77 faculty members and semi-structured interviews with 36 of them at this transnational English-medium university. The analysis of narratives and interview transcripts through qualitative coding procedures revealed three major aspects of the participants' institutionalized identities: ‘The EAP teacher’ (comprising three roles: a cog in a machine, a British acculturation agent, and a mock monolingual role model); ‘The safe researcher’ of trendy topics; and ‘The service provider’ seeking promotion. The findings contribute insights into EAP LTI from a critical perspective by documenting how EAP teachers (are obliged to) construct institutionalized identities in relation to language ideologies and educational policies in a transnational higher education context.</p></div>\",\"PeriodicalId\":47717,\"journal\":{\"name\":\"Journal of English for Academic Purposes\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-07-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of English for Academic Purposes\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S147515852400095X\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of English for Academic Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S147515852400095X","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Only a cog in a machine?: Reappraising institutionalized EAP teacher identities in a transnational context
Language teacher identity (LTI) research, critical approaches to language education, and English for Academic Purposes (EAP), have each grown into considerable areas of scholarship. However, not many studies have addressed topics at the intersection of these triple areas. Therefore, adopting a critical perspective on LTI construction within predominant language ideologies, this study aimed to investigate EAP teachers' professional identity formation in response to institutional policies in a Sino-British university in China. As part of a larger project, data bodies were collected through a narrative survey completed by 77 faculty members and semi-structured interviews with 36 of them at this transnational English-medium university. The analysis of narratives and interview transcripts through qualitative coding procedures revealed three major aspects of the participants' institutionalized identities: ‘The EAP teacher’ (comprising three roles: a cog in a machine, a British acculturation agent, and a mock monolingual role model); ‘The safe researcher’ of trendy topics; and ‘The service provider’ seeking promotion. The findings contribute insights into EAP LTI from a critical perspective by documenting how EAP teachers (are obliged to) construct institutionalized identities in relation to language ideologies and educational policies in a transnational higher education context.
期刊介绍:
The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.