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ERIC Number: EJ1161415
Record Type: Journal
Publication Date: 2017-Dec
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: N/A
Metadiscourse and Identity Construction in Teaching Philosophy Statements: A Critical Case Study of Two MATESOL Students
Supasiraprapa, Sarut; De costa, Peter I.
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v51 n4 p868-896 Dec 2017
Drawing on Hyland's (2005) metadiscourse framework, the researchers investigated how two English as a second or foreign language instructors constructed their identity in a teaching philosophy statement written for a master's in TESOL (MATESOL) course. Analyses revealed that both instructors employed almost all metadiscourse resources in the model to construct the identity of a competent graduate student and that of a knowledgeable and reflective teacher. In addition, their identity construction reinforced the writing conventions associated with the imagined community (Norton, 2013) of graduate student teachers while also affording them the opportunity to exercise some degree of teacher agency. Findings offer insights into how linguistic resources can be mobilized to construct a strong and unique teaching philosophy statement.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A