IMMIGRANT NON-NATIVE ENGLISH SPEAKING TEACHERS IN TESOL: THE NEGOTIATION OF PROFESSIONAL IDENTITIES
Notice bibliographique
Résumé
This study examined how immigrant non-native English speaking teachers (INNESTs) in the field of TESOL (Teachers of English to Speakers of Other Languages) negotiate professional identities within the framework of a TESOL certification program. Three aspects of their identities were investigated: language-related identity, disciplinary identity, and teaching self-knowledge. Two groups of participants were recruited. The first group (115 in number) had already completed a TESOL program and were ESL teachers. The second group (five in number) were all registered in a full-time TESOL program to become certified to teach ESL in Ontario, Canada. A complementary, concurrent component mixed methods research design was adopted. The quantitative and qualitative data were collected through various data collection strategies. The analysis is informed by a number of theoretical concepts: identity, critical pedagogy, sociocultural theory, and teacher cognition. The main findings are as follows. First, INNESTs viewed the native speaker construct as consisting of multiple dimensions. The findings suggest that the construct is complex, contextual, dialogic, dynamic, ideological, intersecting, multifaceted, negotiable, relational, situated, and shifting as a developmental process as opposed to a fixed unitary state. Despite that, INNESTs continue to experience mostly conventional realizations of the construct. Second, institutional certification serves as a symbolic discourse of de-professionalization for INNESTs applying for certification. INNESTs reacted to such discourse in different ways, accepting and internalizing or questioning and resisting it. The certification process did not distinguish the experienced INNESTs from their novice native-born teacher candidates; but it did provide them with recognition, acceptance, and legitimacy in the professional TESOL community. Third, the majority of the INNESTs reported a high level of confidence by presenting a generally positive self-image. The findings highlight the importance of self-image in negotiating teaching knowledge in the TESOL community. Moreover, INNESTs’ cognition is influenced by conflicts they experience reconciling their new teaching context, their past learning experiences and teaching beliefs, as well as their instructional decisions. Implications regarding ways to facilitate positive identity construction and professional integration are discussed.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».