دورية أكاديمية
Factors Influencing Non-Native EFL Teachers' Identity Construction at a Saudi School in Kuala Lumpur, Malaysia
| العنوان: | Factors Influencing Non-Native EFL Teachers' Identity Construction at a Saudi School in Kuala Lumpur, Malaysia |
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| اللغة: | English |
| المؤلفون: | Othman, Juliana (ORCID |
| المصدر: | Arab World English Journal. Sep 2021 12(3):524-537. |
| الإتاحة: | Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Second Language Learning, Second Language Instruction, English (Second Language), Language Teachers, Professional Identity, Sociocultural Patterns, Foreign Countries, Case Studies, Teacher Attitudes, Teacher Characteristics, Communities of Practice, Peer Relationship, Faculty Development, Arabs, Foreign Nationals, Secondary School Teachers |
| مصطلحات جغرافية: | Saudi Arabia, Malaysia (Kuala Lumpur) |
| تدمد: | 2229-9327 |
| مستخلص: | In recent years, an increasing number of non-native EFL teachers have been recruited to teach English in English dominant settings. Grounded in sociocultural views of identity, the research question of this study focused on how contextual factors influence the professional identity construction of three EFL teachers in a Saudi School in Kuala Lumpur, Malaysia. The study employs a qualitative case study method, where in-depth interviews and classroom observation are utilised. Drawing on Wenger's (1998) communities of practice framework to analyse and interpret the data, the analysis indicates various factors affecting the EFL Saudi teachers' professional identity. Findings reveal that identity formation is a complex and highly contextual process. The participants in this study construct their identities by engaging in their teaching environment, shared practices with their peers, engaged in student-parents relationship and participated in professional development. Through transitioning into the English as a second language (ESL) setting, the EFL teachers have demonstrated how professional identity is a dynamic and socially situated construct. As a result, these teachers' identities may be transformed by the global educational settings in which they work. The findings contribute to our understanding of the importance of a conducive professional environment in supporting teachers to develop their professional identities. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1323987 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2229-9327 |
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