ERIC Number: EJ1244335
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2148-225X
EISSN: N/A
Language Teacher Identity Construction of Foreign Language Teaching Assistants
International Online Journal of Education and Teaching, v7 n1 p229-246 2020
Language teacher identity has been studied in several contexts in English Language Teaching (ELT) field; however, looking at language teacher identity in a United States context in which teachers from other countries teach their native languages as a foreign language has been a rare topic so far. Therefore, this phenomenological qualitative study investigated the lived experiences of four foreign language teaching assistants who lived and taught in the United States through Fulbright Foreign Language Teaching Assistant (FLTA) Program. The findings indicated four main emerging themes: (a) pedagogical shift, (b) crosscultural awareness, (c) challenges, and (d) goals and expectations. These dynamic components shaped language teachers' identity in this context. The results are presented under the framework of language teacher identity. Implications as a guide for future FLTA teachers and for teacher exchange programs are provided.
Descriptors: Teaching Assistants, Phenomenology, Language Teachers, Professional Identity, Cultural Awareness, Second Language Learning, Second Language Instruction, English (Second Language), Teacher Attitudes, Teaching Methods, Educational Change, Barriers, Goal Orientation, Expectation, Self Concept, Cultural Differences, Foreign Nationals, Federal Legislation, International Educational Exchange, Federal Programs, Teacher Exchange Programs, Comparative Education, Foreign Countries
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam; United States; Philippines; Turkey; Russia
Identifiers - Laws, Policies, & Programs: Fulbright Hays Act
Grant or Contract Numbers: N/A