ESL/EFL 환경의 원어민-비원어민 영어교사의 정체성 연구에 대한 고찰
A Review of Teacher Identity Research on Native and Nonnative English Teachers in ESL/EFL Contexts
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초록
본 연구는 제 2언어 습득 분야에서 사회문화적, 후기구조주의적 관심이 증가하면서 교사 정체성에 대한 연구가 활발히 진행되고 있음을 고려하여 제 2언어 교사 정체성에 관련된 주요 이론과 연구결과를 요약함으로써 앞으로의 교사 정체성 연구를 위한 제언을 하고자 한다. 정체성 관련 이론은 정체성이란 단면적이고 불변적인 것이 아니라 다면적이고 변화하는 역동적으로 본다. 따라서 교사 정체성 연구는 교사들이 참여하는 담화 혹은 교수학습 활동과 상호작용하며 담화적 정체성 혹은 실행적 정체성을 형성한다고 보고, 이러한 정체성이 형성되는 과정을 기술하는데 초점을 둔다. 본 연구는 ESL/EFL 환경의 원어민 교사와 비원어민 교사를 대상으로 한 교사 정체성 연구를 고찰하여 상이한 교수학습 환경에서 교사들이 자신의 정체성을 어떻게 인식하는지, 이들의 정체성 인식에 영향을 미치는 요인이 무엇인지 살펴보았다. 교사 정체성 관련 연구들은 교사들이 상상적 정체성과 실제 정체성간의 갈등을 경험하고, 이러한 다면적인 정체성 간의 갈등, 긴장을 협상하는 과정을 통해 새로운 정체성을 형성함을 보여주었다. 앞으로의 교사 정체성에 대한 연구는 이러한 결과를 바탕으로 하되 특히 EFL 환경의 원어민, 비원어민 교사들이 교사로서의 정체성을 획득해 가는 과정을 장기적 연구를 통해 살펴 볼 필요가 있다.
Abstract
Taking the poststructuralist and sociocultural perspectives on identity, the current research showed that teacher identity is not fixed and is constantly changing through the process of positioning and repositioning. Research on teacher identity has focused on the theoretical perspectives of identity-in-discourse and identity-in-practice, and the conflicts among multiple identities in different teaching contexts. The purpose of this study was to illustrate these main findings and issues within second language teacher identity research by addressing recent studies on nonnative and native teachers in ESL and EFL contexts. It was shown that teachers experienced conflicts between their imagined identity and their actual identity to construct a new identity through the negotiation of these conflicts. The findings in this study can contribute to the understanding of how teachers construct their teaching identity and identify which factors are involved in the process. Further longitudinal studies need to carried out to better understand the identity construction process of native and nonnative English teachers especially in diverse teaching contexts.
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