Transnational Identities and Practices in English Language Teaching

2021 ◽  
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Self ◽  
Professional Identities ◽  
Transnational Identities ◽  
National Boundaries

The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein professionals increasingly operate across blurred national boundaries. The chapters address a range of related issues at the intersections of personal and professional identities as well as pedagogy and research in ‘liminal’ transnational spaces.

scholarly journals Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT

HOW ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 33-52
Author(s):  
Diego Fernando Ubaque-Casallas
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Ways Of Knowing ◽  
English Teachers ◽  
English Language Teaching ◽  
Professional Identities ◽  
Language Pedagogy ◽  
Normative Conception ◽  
Narrative Methodology ◽  
Identity Learning

This article examined two English teachers’ professional identities based on a series of interviews conducted in two universities in Bogotá, Colombia. This paper examined their experiences and discourses regarding language pedagogy. Accordingly, the study adopted a narrative methodology from a decolonial lens to put some tension on the normative conception of the traditional/hegemonic notions of pedagogy and teacher identities configured in the Colombian English Language Teaching (ELT) context. Findings revealed that teachers enact their language pedagogies by merging their personal selves with their professional ones. As a result, identities and ways of knowing are validated in negotiation between doing and being. This posture towards teaching exposes their ontological and epistemic struggles for humanizing their pedagogy.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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