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Discursive Construction of Identity Boundaries : Non-native English Teachers’ Positionality in Relation to Learners
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.15 No.4 (2018.12)바로가기
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- 페이지
- pp.991-1004
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A344705
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4,600원
원문정보
초록
- 영어
- A concern with identity has become remarkably widespread since the 1990s. An immense amount of research has been carried out to investigate the construct of identity, but few studies have been done to explore the construct of identity boundary, even less on the discursive construction of identity boundary. To fill this gap, this study explored how Iranian English as a foreign language (EFL) teachers construct identity boundaries between themselves and learners discursively. Semi-structured interviews were conducted with 58 Iranian EFL teachers (31 male and 27 female) to identify how they demarcate the boundaries between themselves and learners. Five significant themes emerged from the data analysis: teachers' knowledge and power as indicators of their identity, setting boundaries by drawing up classroom rules, creating boundaries and not walls, demarcating boundaries both discursively and non-discursively, and establishing boundaries more implicitly than explicitly. The findings indicate that four categories could be conceivable with regard to teachers’ identity boundary setting: discursive, explicit; discursive, implicit; non-discursive, explicit; and non-discursive, implicit. As the majority of the teachers in this study reported that they tended to demarcate their identity boundaries more implicitly and non-discursively, the implication might be that Iranian EFL teachers prefer to create the identity boundaries more indirectly so as not to cause any negative affective influences on their students.
목차
Abstract
Introduction
Literature Review
Method
Participants
Instrumentation
Data Collection
Data Analysis
Findings
Teachers' Knowledge and Power as Indicators of Identity
Setting Boundaries by Drawing up Classroom Rules
Creating Boundaries and Not Walls
Demarcating Boundaries Both Discursively and Non-discursively
Establishing Boundaries More Implicitly Than Explicitly
Discussion
Conclusion and Implications
The Authors
References
저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.15 No.4
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