A Qualitative Inquiry of Non-native English Teacher Identity in US ESL Classrooms: Based on Bakhtinian Dialogism
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The purpose of this qualitative study is to contextualize teacher identity of non-nativespeakers of English as both an individual and a social issue at a U.S. secondary ESLsetting because research on teacher identity has become increasingly important tounderstanding English language teachers and their professional practice. The studydraws on Bakhtin’s dialogism, and examines how non-native teachers of Englishmake sense of themselves through past histories and present environments. Theirunderstanding of self is also interlaced with the perceptions of administrators andtheir relationships with students in this study. The study took on a case study methodbecause of its specific focus on a particular group of teachers. The findings are largelybased on classroom observations and open-ended interviews. To confirm the findings,data sources (interviews and observations), multiple informants (students,administrators, and teachers), and Bakhtin’s theory on dialogism were triangulated. Pedagogical implications are also discussed. [
Abstract
The purpose of this qualitative study is to contextualize teacher identity of non-nativespeakers of English as both an individual and a social issue at a U.S. secondary ESLsetting because research on teacher identity has become increasingly important tounderstanding English language teachers and their professional practice. The studydraws on Bakhtin’s dialogism, and examines how non-native teachers of Englishmake sense of themselves through past histories and present environments. Theirunderstanding of self is also interlaced with the perceptions of administrators andtheir relationships with students in this study. The study took on a case study methodbecause of its specific focus on a particular group of teachers. The findings are largelybased on classroom observations and open-ended interviews. To confirm the findings,data sources (interviews and observations), multiple informants (students,administrators, and teachers), and Bakhtin’s theory on dialogism were triangulated. Pedagogical implications are also discussed.
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