Language Teacher Identity -

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Résumé :

About the Authors xii

Foreword: Filling the Gaps in Language Teacher

Education: A Prologue xviii
Ofelia Garc?a

1 Language Teacher Identity and Education in the Crossfire of Evolving Raciolinguistic and Monolingual Ideologies 1
S?lvia Melo-Pfeifer and Vander Tavares

1.1 Introduction: How and Why Did We Get Here? 1

1.2 Addressing the Key Concepts of This Volume 4

1.3 The Volume in a Nutshell 9

1.4 Conclusion 16

References 18

Part 1 Experiences of Identity Construction of Plurilingual Language Teachers 21

2 Future Teachers of Two Languages in Germany: Self-reported Professional Knowledge and Teaching Anxieties 23
S?lvia Melo-Pfeifer and Vander Tavares

2.1 Introduction: Moving Beyond the Dichotomy of Native/Nonnative Foreign Language Teachers in the Study of Professional Knowledge and Teaching Anxiety 23

2.2 Teachers of Two Languages and Foreign Language (Teaching) Anxiety: Crisscrossing Two Research Fields 25

2.2.1 Teachers of Two Languages: Why Do They Matter? 25

2.2.2 Foreign Language (Teaching) Anxiety 27

2.3 The Empirical Study 29

2.3.1 Context and Participants 29

2.3.2 Data Collection Instrument 31

2.3.3 Data Analysis 31

2.4 Findings 32

2.4.1 Representations of Teachers' Knowledge 32

2.4.1.1 Quantitative Analysis 32

2.4.1.2 Qualitative Analysis 34

2.4.2 Representations of Teachers' Emotions: A Focus on Language Anxiety 37

2.4.2.1 Quantitative Analysis 37

2.4.2.2 Qualitative Analysis 38

2.5 Discussion of the Results, Unanswered Questions, and Further Research Perspectives 39

2.6 Implications for Teacher Education Programs 41

References 42

3 Exploring Identities and Emotions of a Teacher of Multiple Languages: An Arts-based Narrative Inquiry Using Clay Work 45
Eric K. Ku

3.1 Introduction 45

3.2 Identities and Emotions in Teaching Multiple Languages 46

3.3 Clay Work as Arts-based Narrative Inquiry 47

3.4 Methodology 48

3.4.1 Data Collection 48

3.4.2 Data Analysis 49

3.5 Park's Narratives 50

3.5.1 Learning Japanese and English 50

3.5.2 Teaching Korean and English 53

3.6 Discussion 58

3.6.1 Multiple Identities and Emotions as a TML 58

3.6.2 Race and Ethnicity in Teaching Multiple Languages 59

3.7 Reflections on Using Clay Work 60

References 61

4 Emotional Geographies of Teaching Two Languages: Power, Agency, and Identity 63
Vander Tavares

4.1 L2 Teachers' Experiences: Beyond Ideologies 64

4.2 Understanding Teaching Through Emotional Geographies 65

4.3 Research Design: Autoethnography 68

4.3.1 Data Collection and Analysis 69

4.4 Findings in Stories 71

4.4.1 Teaching Portuguese as an Additional Language 71

4.4.2 Teaching English as a Second Language 73

4.5 Discussion and Conclusion 75

References 78

5 Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development 82
Jonas Yassin Iversen

5.1 Introduction 82

5.2 Language Teaching in Norway 83

5.3 The Linguistic Marketplace 85

5.4 A Poststructuralist Perspective on Teacher Identity 87

5.5 Autoethnography 89

5.6 Teaching a Language of Convenience: Destabilizing Identity 90

5.7 Teaching a Language of Necessity: Disintegrating Identity 92

5.8 Teaching a Language of High Prestige: Regaining Agency 93

5.9 Teacher Identity in the Linguistic Marketplace 95

5.10 Practical Im...

Biographie:

S?LVIA MELO-PFEIFER is Professor of Romance Language Teacher Education at the University of Hamburg, Germany. Her research is focused on pluralistic language education and arts-based approaches to language teaching. Her publications include Portuguese as a Heritage Language in Europe: A Pluricentric Perspective and The Changing Face of the Native Speaker: Perspectives from Multilingualism and Globalization.

VANDER TAVARES is Postdoctoral Researcher at Inland Norway University of Applied Sciences, Norway. His research focuses on language teacher identity development and second language education. He is the co-editor of Reconstructions of Canadian Identity: Towards Diversity and Inclusion and the author of International Students in Higher Education: Language, Identity, and Experience from a Holistic Perspective. ...

Sommaire:

S?LVIA MELO-PFEIFER is Professor of Romance Language Teacher Education at the University of Hamburg, Germany. Her research is focused on pluralistic language education and arts-based approaches to language teaching. Her publications include Portuguese as a Heritage Language in Europe: A Pluricentric Perspective and The Changing Face of the Native Speaker: Perspectives from Multilingualism and Globalization.

VANDER TAVARES is Postdoctoral Researcher at Inland Norway University of Applied Sciences, Norway. His research focuses on language teacher identity development and second language education. He is the co-editor of Reconstructions of Canadian Identity: Towards Diversity and Inclusion and the author of International Students in Higher Education: Language, Identity, and Experience from a Holistic Perspective. ...