Perceptions about the dominance of English as a global language: impact on foreign-language teachers’ professional identity

Gayton, A. M. (2016) Perceptions about the dominance of English as a global language: impact on foreign-language teachers’ professional identity. Journal of Language, Identity and Education, 15(4), pp. 230-244. (doi: 10.1080/15348458.2016.1194209)

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Abstract

Using a novel theoretical framework that incorporates teacher identity, a school as community of practice, and English as a global language from a linguistic-imperialism perspective, this qualitative interview study with foreign-language teachers in Scotland, France, and Germany (N = 13) explores connections between foreign-language-learning decline and the impact of this decline on teachers’ identity across the three countries. Findings indicate similar trends across contexts in the dominance of English over other languages (and the identities of those who teach them) and support previous research on the importance of considering subject area, and its valuing by a range of stakeholders, as fundamental to teacher identity. Directions are proposed for future research and practice that emphasise taking an interdisciplinary approach to the notion of a subject area’s decline.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Gayton, Dr Angela
Authors: Gayton, A. M.
College/School:College of Arts > School of Critical Studies > English Language and Linguistics
Journal Name:Journal of Language, Identity and Education
Publisher:Taylor & Francis (Routledge)
ISSN:1534-8458
ISSN (Online):1532-7701
Published Online:26 July 2016
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