A study of three Indonesian teachers’ participation in a US graduate program
DOI:
https://doi.org/10.25170/ijelt.v12i1.1460Keywords:
teacher identity, discourses, cultural identitites, gendered identities, imagined communitiesAbstract
Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous studies on L2 teachers have focused primarily on the construction of teacher identity per se, the findings of the study indicated that the construction of the three Indonesian teacher identities were grounded in other identity options such as nonnative speaker, gender as well as learner identity.
References
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Block, D. (2007). Second Language Identities. London: Continuum.
Bogdan, R.C., & Biklen, S.K. (1992). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.
Britzman, D. (1994). Is there a problem with knowing self? Toward a poststructuralist view of teacher identity In T. Shanahan (Ed.), Teachers thinking, teachers knowing: Reflections on literacy and language education (pp. 53-75). Urbana, IL: National Council of Teachers of English Press.
Bullough, R.V., Knowles, J.G., & Crow, N.A. (1992). Emerging as a teacher. London: Routledge.
Burman, E. (1994). Deconstructing development psychology. New York: Routledge.
Clandinin, D.J., & Connelly, F.M. (1995). Teachers' Professional Knowledge Landscapes. New York: Teachers College Press.
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Danielewicz, J. (2001). Teaching Selves: Identity, Pedagogy, and Teacher Education. Albany, NY: State University of New York.
Delanty, G. (2003). Community. London: Routledge.
Fairclough, N.L. (1989). Language and power. New York: Longman.
Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor and Francis.
Geertz, C. (1983). Local Knowledge: Further Essays in Interpretative Anthropology. New York: Basic Books.
Ha, P.L. (2008). Teaching English as an International Language: Identity, Resistance, Negotiation. Clevedon: Multilingual Matters Ltd.
Her, Y. (2005). Identity construction in literacy practices in L2: A case study of three korean graduate students in a TESOL program. Second Language Studies, 23(2), 102-137.
Hinkel, E. (1994). Native and nonnative speakers' pragmatic interpretations of English texts. TESOL Quarterly, 28(2), 353-376.
Hoekje, B., & Linnell, K. (1994). "Authenticity" in language testing: Evaluating spoken language tests for international teaching assistants. TESOL Quarterly, 28(1), 103-126.
Johnson, K.E., & Golombek, P.R. (Eds.). (2001). Inquiry into experience: teachers' personal and professional growth. Cambridge: Cambridge University Press: Cambridge University Press.
Kanno, Y. (2003). Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds. Mahwah, NJ.: Lawrence Erlbaum Associates, Publishers.
Kobayashi, T. (1992). Native and nonnative reactions to ESL compositions. TESOL Quarterly, 26(1), 81-112.
Kumaravadivelu, B. (2003). Critical Language Pedagogy: A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
Kumaravadivelu, B. (2005). Understanding language teaching: From Method to Post-Method. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Li, X. (2007). Identity Puzzles: Am I a Course Instructor or a Nonnative Speaker? In M. Mantero (Ed.), Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts (pp. 23-44). Charlotte, NC: Information Age Publishing.
Liu, J. (2001). Asian Studens' Classroom Communication Patterns in U.S. Universities: An Emic Perspective. London: Ablex Publishing.
MacLure, M. (1993). Arguing for Your Self: Identity as an Organising Principle in Teachers' Jobs and Lives. British Educational Research Journal, 19(4), 311-322.
Marsh, M.M. (2002). Examining the Discourses That Shape Our Teacher Identities. Curriculum Inquiry, 32(4), 453-469.
Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
Morita, N. (2000). Discourse socialization through oral classroom activities in a TESOL graduate program. TESOL Quarterly, 34(2), 279-310.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. New York: Longman.
Norton, B. (2006). Identity: Second Language. In K. Brown (Ed.), Encyclopedia of Language & Linguistics (pp. 502-508). Cambridge: Elsevier Ltd.
Park, K. (2006). Being Eastern on a Western Educational Landscape. University of Houston, Houston, Texas.
Pavlenko, A. (2002). Poststructuralist approach to the study of social factors in second language learning and use. In V. Cook (Ed.), Potraits of the L2 user (pp. 277-302). Clevedon: Multilingual Matters.
Pavlenko, A. (2003). "I never knew I was a bilingual": Reimagining teacher identities in TESOL. Journal of Language, Identity and Education, 2(4), 251-268.
Pavlenko, A., & Lantolf, J. (2000). Second language learning as participation and reconstruction of selves. In A. Pavlenko & J. Lantolf (Eds.), Sociocultural theory and second language learning (pp. 155-178). Oxford: Oxford University Press.
Pierce, B.N. (1995). Social identity, investment and language learning. TESOL Quarterly, 29, 9-31.
Samimy, K., & Brutt-Griffler, J. (1999). To be a native or non-native speaker: Perceptions of 'non-native' students in a graduate TESOL program. In G. Braine (Ed.), Non-native educators in English Language Teaching (pp. 122-144). Mahwah, NJ: Lawrence Erlbaum.
Shuck, G. (2006). Racializing the Nonnative English Speaker. Journal of Language, Identity and Education, 5(4), 259-276.
Tsui, A.B.M. (2007). Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher. TESOL Quarterly, 41(4), 657-680.
Tyler, A. (1992). Discourse structure and the perception of incoherence in international teaching assistants' spoken discourse. TESOL Quarterly, 26(4), 713-729.
Varghese, M.M. (2006). Bilingual Teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development, 27(3), 211-224.
Widiyanto, Y.N. (2005). The making of a mutlicultural English teacher. English Teaching: Practice and Critique, 4(1), 160-117.
Block, D. (2007). Second Language Identities. London: Continuum.
Bogdan, R.C., & Biklen, S.K. (1992). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.
Britzman, D. (1994). Is there a problem with knowing self? Toward a poststructuralist view of teacher identity In T. Shanahan (Ed.), Teachers thinking, teachers knowing: Reflections on literacy and language education (pp. 53-75). Urbana, IL: National Council of Teachers of English Press.
Bullough, R.V., Knowles, J.G., & Crow, N.A. (1992). Emerging as a teacher. London: Routledge.
Burman, E. (1994). Deconstructing development psychology. New York: Routledge.
Clandinin, D.J., & Connelly, F.M. (1995). Teachers' Professional Knowledge Landscapes. New York: Teachers College Press.
Clandinin, D.J., Huber, J., Huber, M., Murphy, M.S., Orr, A.M., Pearce, M., et al. (2006). Composing Diverse Identities: Narratives inquiries into the interwoven lives of children and teachers. New York: Routledge.
Cote, J.E., & Levine, C.G. (2002). Identity formation, agency, and culture. Mahwah, NJ: Lawrence Erlbaum Associates.
Danielewicz, J. (2001). Teaching Selves: Identity, Pedagogy, and Teacher Education. Albany, NY: State University of New York.
Delanty, G. (2003). Community. London: Routledge.
Fairclough, N.L. (1989). Language and power. New York: Longman.
Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor and Francis.
Geertz, C. (1983). Local Knowledge: Further Essays in Interpretative Anthropology. New York: Basic Books.
Ha, P.L. (2008). Teaching English as an International Language: Identity, Resistance, Negotiation. Clevedon: Multilingual Matters Ltd.
Her, Y. (2005). Identity construction in literacy practices in L2: A case study of three korean graduate students in a TESOL program. Second Language Studies, 23(2), 102-137.
Hinkel, E. (1994). Native and nonnative speakers' pragmatic interpretations of English texts. TESOL Quarterly, 28(2), 353-376.
Hoekje, B., & Linnell, K. (1994). "Authenticity" in language testing: Evaluating spoken language tests for international teaching assistants. TESOL Quarterly, 28(1), 103-126.
Johnson, K.E., & Golombek, P.R. (Eds.). (2001). Inquiry into experience: teachers' personal and professional growth. Cambridge: Cambridge University Press: Cambridge University Press.
Kanno, Y. (2003). Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds. Mahwah, NJ.: Lawrence Erlbaum Associates, Publishers.
Kobayashi, T. (1992). Native and nonnative reactions to ESL compositions. TESOL Quarterly, 26(1), 81-112.
Kumaravadivelu, B. (2003). Critical Language Pedagogy: A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
Kumaravadivelu, B. (2005). Understanding language teaching: From Method to Post-Method. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Li, X. (2007). Identity Puzzles: Am I a Course Instructor or a Nonnative Speaker? In M. Mantero (Ed.), Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts (pp. 23-44). Charlotte, NC: Information Age Publishing.
Liu, J. (2001). Asian Studens' Classroom Communication Patterns in U.S. Universities: An Emic Perspective. London: Ablex Publishing.
MacLure, M. (1993). Arguing for Your Self: Identity as an Organising Principle in Teachers' Jobs and Lives. British Educational Research Journal, 19(4), 311-322.
Marsh, M.M. (2002). Examining the Discourses That Shape Our Teacher Identities. Curriculum Inquiry, 32(4), 453-469.
Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
Morita, N. (2000). Discourse socialization through oral classroom activities in a TESOL graduate program. TESOL Quarterly, 34(2), 279-310.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. New York: Longman.
Norton, B. (2006). Identity: Second Language. In K. Brown (Ed.), Encyclopedia of Language & Linguistics (pp. 502-508). Cambridge: Elsevier Ltd.
Park, K. (2006). Being Eastern on a Western Educational Landscape. University of Houston, Houston, Texas.
Pavlenko, A. (2002). Poststructuralist approach to the study of social factors in second language learning and use. In V. Cook (Ed.), Potraits of the L2 user (pp. 277-302). Clevedon: Multilingual Matters.
Pavlenko, A. (2003). "I never knew I was a bilingual": Reimagining teacher identities in TESOL. Journal of Language, Identity and Education, 2(4), 251-268.
Pavlenko, A., & Lantolf, J. (2000). Second language learning as participation and reconstruction of selves. In A. Pavlenko & J. Lantolf (Eds.), Sociocultural theory and second language learning (pp. 155-178). Oxford: Oxford University Press.
Pierce, B.N. (1995). Social identity, investment and language learning. TESOL Quarterly, 29, 9-31.
Samimy, K., & Brutt-Griffler, J. (1999). To be a native or non-native speaker: Perceptions of 'non-native' students in a graduate TESOL program. In G. Braine (Ed.), Non-native educators in English Language Teaching (pp. 122-144). Mahwah, NJ: Lawrence Erlbaum.
Shuck, G. (2006). Racializing the Nonnative English Speaker. Journal of Language, Identity and Education, 5(4), 259-276.
Tsui, A.B.M. (2007). Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher. TESOL Quarterly, 41(4), 657-680.
Tyler, A. (1992). Discourse structure and the perception of incoherence in international teaching assistants' spoken discourse. TESOL Quarterly, 26(4), 713-729.
Varghese, M.M. (2006). Bilingual Teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development, 27(3), 211-224.
Widiyanto, Y.N. (2005). The making of a mutlicultural English teacher. English Teaching: Practice and Critique, 4(1), 160-117.
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2017-05-31
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