Ortaçtepe, D. (2015) EFL teachers’ identity (re)construction as teachers of intercultural competence: a language socialization approach. Journal of Language, Identity and Education, 14(2), pp. 96-112. (doi: 10.1080/15348458.2015.1019785)
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Abstract
Adapting Norton’s (2000) notion of investment as an analytical lens along with thematic analysis, this longitudinal/narrative inquiry explores how 2 EFL teachers’ language socialization in the United States resulted in an identity (re)construction as teachers of intercultural competence. Baris and Serkan’s language socialization in the United States was marked with 3 identity investments: as an experienced EFL teacher, as an L2 user, and as a burgeoning scholar. The findings highlighted that teacher identities are not unitary, fixed, or stable but dynamic, situated, multiple (e.g., Norton Peirce, 1995; Varghese, Morgan, Johnston, & Johnson, 2005), and even sometimes blurred (e.g., Ochs, 1993).
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Ortactepe Hart, Dr Deniz |
| Authors: | Ortaçtepe, D. |
| College/School: | College of Social Sciences > School of Education |
| Journal Name: | Journal of Language, Identity and Education |
| Publisher: | Routledge (Taylor & Francis) |
| ISSN: | 1534-8458 |
| ISSN (Online): | 1532-7701 |
| Published Online: | 13 May 2015 |
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