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ERIC Number: EJ947603
Record Type: Journal
Publication Date: 2011-Dec
Pages: 27
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0042-0972
How ESL Teachers' Sociocultural Identities Mediate Their Teacher Role Identities in a Diverse Urban School Setting
Ajayi, Lasisi
Urban Review: Issues and Ideas in Public Education, v43 n5 p654-680 Dec 2011
English-as-a-second language (ESL) teachers' sociocultural identities and teacher role identities are posited to be deeply rooted in their personal histories. Yet, this being the case, how ESL teachers interpret, negotiate and construct their identities in the pedagogical process remains underexplored. This study is an exploration of the influences of teachers' social, linguistic, cultural, and educational backgrounds on the conception of their roles as ESL educators. Fifty-seven teachers from inner-city high schools in Los Angeles responded to a questionnaire and interviews and provided self-written perspectives on how their personal histories mediated their pedagogical practices. Results indicated that the ESL teachers' sociocultural identities significantly shape their pedagogical practices. The implications of the findings are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California