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ERIC Number: EJ821083
Record Type: Journal
Publication Date: 2008-Oct
Pages: 20
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-1354-0602
Crossing Borders to Teach English Language Learners
Haworth, Penny
Teachers and Teaching: Theory and Practice, v14 n5-6 p411-430 Oct 2008
A teacher's identity is thought to evolve in a continuous, situated fashion, amidst dynamic interaction between cognitive, affective, social, cultural and political factors. However, the literature provides little insight into the impact on the ongoing identity construction of class teachers when they encounter a few students with English as an additional language (EAL) in their mainstream classes. This paper reports on a year-long study involving eight class teachers in four different New Zealand primary schools. Data from in-class observations, interspersed by a series of individual reflective discussions, revealed how the presence of EAL students in the mainstream setting created tensions, the resolution of which shaped class teachers' professional identities. Tensions surfaced in data on class teachers' self-efficacy perceptions, selection of teaching roles, relations with support teachers and professional development priorities. These findings thus provide fresh insights into how new situations may impact on class teachers' self-identities. In particular, this investigation suggests the need for schools, teacher educators and policy makers to assist teachers in challenging, and indeed moving outside of the socially prescribed borders that have traditionally defined their professional identities within the school, in order to build shared practices and more collaborative ways of solving problems. (Contains 2 tables, 3 figures and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand