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Autobiographical narrative in a language classroom: a case study in a outh African school / Vuyisile Msila
// Language and education 2012, Vol26, N.5 2012p. 233-244 There are still many South African teachers who are challenged by the implementation of the relatively new system of education. They have to explore a variety of strategies as they try to transform their pedagogy to enhance learning in their classrooms. This post-apartheid system also challenges educators to be transformative individuals who unveil learning opportunities for their pupils. Furthermore, as they attempt to transform their teaching, they ought to assess their own practice on a continuous basis. Ideally, this means that concepts such as teacher research and reflection will be instrumental in enabling South African teachers to attain the goals of the post-apartheid curriculum. This paper focuses on a case study which explores the professional journey of one (English second language) teacher who tried to improve his teaching by using the autobiographical narrative as well as journal writing strategies. Mr. Poni had been teaching for 10 years when he came across the idea of using autobiographical narrative to enhance his teaching of (mainly) English literature in his Grade 12 classes. This study h findings reveal that reflection does lead to better action. Poni discovered that it was through the sharing of experiences with colleagues and his pupils that he became aware of various aspects he had previously overlooked. This study also confirms the invaluable nature of the autobiographical narrative, as well as the concept of teacher as researcher. It was also through the utilisation of the narrative that Poni was able to be critical of his own teaching practice
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Digital identities, student investments and eGranary as a placed resource / Bonny Norton and Carrie-Jane Williams
// Language and education 2012, Vol26, N.4 2012p. 315-329 In this article, we draw on our research on the digital portable library, eGranary, under-taken in a rural Ugandan village in 2008, to contribute to place-based studies of digital literacy. Our research project investigated the uptake of eGranary by students in the community, focusing on six secondary students who worked as library scholars in the local library. Drawing on Blommaert’s construct of scale, we illustrate how both space and time were implicated in the diverse practices associated with eGranary, and their in- dexical meanings in the wider community. In addition, with reference to Norton’s work on identity and investment, we illustrate how students’ identities shifted over time from trainee to tutor, and how the use of eGranary enhanced what was socially imaginable to the library scholars. We demonstrate that Norton’s construct of investment thus serves as a useful complement to Blommaert’s construct of scale. We also found, however, that students in the wider community who did not have access to eGranary engaged in practices of resistance. We conclude that while eGranary traveled well to Uganda, the limited local resources available in the community compromised its effectiveness, and may well limit the realization of students’ imagined identities for the future
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Fixity and fluidity in two heritage language learners’ identity narratives / Eiko Gyogi
// Language and Education Volume 34, 2020 - Issue 4 UK Limited : Routledge, 2020Pages 328-344 This paper draws on identity narratives that were collected annually over a four-year period from two heritage language learners of Japanese at a U.K. university. This paper observes how ‘fixity’ (discreteness, static and fixed identities) and ‘fluidity’ (hybridity; creative and flexible identities) co-exist with each other in learners’ conceptualization of themselves and their cultural affiliations. The findings of this study indicate a high degree of complexity and flux within the identities of these learners, enabling them to shift between fixed and fluid conceptualizations of themselves. One student deliberates the association between her nationality and personal identity, while also expressing fixed views on what it means to be Japanese on other occasions. The other student uses ‘fixed’ categories such as ‘foreigner’ in a fluid way to construct the self-image(s) that suit his varied purposes. The article concludes with research and pedagogical implications for conducting research on the identity of heritage language learners.
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Membership, belonging, and identity in the twenty-first century / Gary Motteram.
// ELT journal. 2016, Vol. 70, No. 2. 2016.p. 150-159. This article takes a case study approach to exploring membership, belonging, and identity amongst English language teachers in the twenty-first century. It explores findings from two membership surveys conducted for the International Association of Teachers of English as a Foreign Language (IATEFL), and considers the impact of recommendations emerging from the first survey which were implemented to enable members to engage more fully in the organization. The article shows that a combination of reaching out to the broader community of teachers (using increasingly widespread digital technologies), combined with supporting targeted local actions, not only better enables teacher associations to achieve their mission to serve all their members, but also takes into account the changing nature of belonging and identity of ELT teachers, enabling them to become more engaged and have a stronger voice in the ELT community as a whole.
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Nonnative English-speaking teachers in the United States: issues of identity / Eduardo Henrique Diniz de Figueiredo
// Language and education 2011, Vol25, N.5 2011p. 419-432 The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers’ concerns prior to arrival and how initial challenges were overcome, their experiences in establishing authority and creating a positive self-image in relation to the school community and the role that language (in particular their status as NNESTs, and their bi/multilingual skills) played in defining these concerns and experiences. Results showed that teachers’ bi/multilingual skills were crucial in defining their identities as unique professionals with cultural sensitivity to students’ realities. However, it was also evident that native- speakerism (Holliday 2006) still affects the ways in which NNESTs are perceived (both by themselves and by others) in the school environment
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