Literaturnachweis - Detailanzeige
Autor/inn/en | Riches, Caroline; Parks, Philippa |
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Titel | Navigating Linguistic Identities: ESL Teaching Contexts in Quebec |
Quelle | In: TESL Canada Journal, 38 (2022) 1, S.28-48 (21 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0826-435X |
Schlagwörter | Self Concept; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Multilingualism; Teacher Attitudes; Preservice Teachers; Student Attitudes; French; Professional Identity; Communities of Practice; Foreign Countries; Native Language; History; Official Languages; Language Attitudes; Canada Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Schülerverhalten; Französisch; Community; Ausland; Geschichte; Geschichtsdarstellung; Office language; Amtssprache; Sprachverhalten; Kanada |
Abstract | Linguistic identity is deeply embedded in how individuals identify within groups and cultures (Gee, 2000; Sachs, 2005). The contexts of English as a second language (ESL) teaching in Quebec and ESL teachers' range of linguistic repertoires provide an interesting landscape for considering issues of identity, equity, and acceptance (De Costa & Norton, 2017; Norton, 2014). Through surveys, interviews and focus groups with pre- and in-service ESL teachers, we explore how language and professional identities develop through the lens of French/English identity intersections and acceptance in these teaching contexts. Our findings show a pattern that is unique to the ESL Quebec context: In French-language schools it is often how an ESL teacher's linguistic identity is seen, rather than how they self-identity that appears to be essential to their success in integrating into teaching communities. Our research has important implications for our understanding of the ways ESL teachers' linguistic identities are performed and accepted within plurilingual contexts of teaching. (As Provided). |
Anmerkungen | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |