Keywords
Criticality; identity formation; teacher identity
Abstract
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital.
Original Publication Citation
Julia Menard-Warwick, Eric Ruiz Bybee, Enrique David Degollado, Sophia Jin, Shannon Kehoe & Katherine Masters (2019) Same Language, Different Histories: Developing a “Critical” English Teacher Identity, Journal of Language, Identity & Education, 18:6, 364-376, DOI: 10.1080/15348458.2019.1671195
BYU ScholarsArchive Citation
Menard-Warwick, Julia; Bybee, Eric Ruiz; Degollado, Enrique David; Jin, Sophia; Kehoe, Shannon; and Masters, Katherine, "Same Language, Different Histories: Developing a “Critical” English Teacher Identity" (2019). Faculty Publications. 7078.
https://scholarsarchive.byu.edu/facpub/7078
Document Type
Peer-Reviewed Article
Publication Date
2019-11-19
Publisher
Routledge/Taylor & Francis
Language
English
College
David O. McKay School of Education
Department
Teacher Education
Copyright Status
© 2019 Taylor & Francis Group, LLC
Copyright Use Information
https://lib.byu.edu/about/copyright/