A Qualitative Inquiry of Non-native English Teacher Identity in US ESL Classrooms: Based on Bakhtinian Dialogism

김정인

A Qualitative Inquiry of Non-native English Teacher Identity in US ESL Classrooms: Based on Bakhtinian Dialogism

Modern English Education
Abbr : MEESO
2015, 16(1), pp.107~126
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching

김정인 ¹

¹University of Illinois

Accredited

ABSTRACT

The purpose of this qualitative study is to contextualize teacher identity of non-nativespeakers of English as both an individual and a social issue at a U.S. secondary ESLsetting because research on teacher identity has become increasingly important tounderstanding English language teachers and their professional practice. The studydraws on Bakhtin’s dialogism, and examines how non-native teachers of Englishmake sense of themselves through past histories and present environments. Theirunderstanding of self is also interlaced with the perceptions of administrators andtheir relationships with students in this study. The study took on a case study methodbecause of its specific focus on a particular group of teachers. The findings are largelybased on classroom observations and open-ended interviews. To confirm the findings,data sources (interviews and observations), multiple informants (students,administrators, and teachers), and Bakhtin’s theory on dialogism were triangulated. Pedagogical implications are also discussed.

KEYWORDS

Bakhtin, linguistic dichotomy, non-native English speaker, teacher identity

Citation status

* References for papers published after 2024 are currently being built.

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