EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

Open access

Abstract

This study was an attempt to probe the perceptions of the EFL students about the cultural identity development of the EFL teachers who participated in cultural negotiation programs. To that end, the interactionally oriented narratives of four EFL students were collected. The narratives were about the cultural performance of the EFL teachers who participated in the cultural negotiation programs in the EFL classes. The narratives were codified based on the principles of Strauss and Corbin (1998) systematic approach. the findings indicated that the EFL students had positive opinions about how their teachers dealt with cultural issues in the classrooms after participating in cultural negotiation programs. The findings also indicated that the EFL students perceived that the EFL teachers engaged more in cultural discussions, they used more interaction types, they were more motivated to address cultural issues in the classes, and they took into account the emotions of their students in cultural discussions in the classrooms. Moreover, it can be concluded from the findings that cultural negotiation programs have positive effects on the EFL teachers’ cultural identity development if the principles of identity-as-practice and identity-in-discourse will be followed in the EFL teacher education programs.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Ary D. Jacobs L. C. Sorensen C. K. & Walker D. (2014). Introduction to research in education. (9th edition). Cengage Learning.

  • Bilgen F. E. & Richards K. (2014). Identity negotiations of TEFL teachers during a time of uncertainty and redundancy. In Y. L. Cheung S. B. Said & K. Park (Eds.) Advances and current trends in language teacher identity research (pp. 83–95). New York: Routledge.

  • Butler R. (2014). What teachers want to achieve and why it matters: An achievement goal approach to teacher motivation. In P. W. Richardson S. A. Karabenick & H. M. G. Watt (Eds.) Teacher motivation: Theory and practice (pp. 20–35). New York: Routledge.

  • Chen Y. & Lin H. (2016 July). Cultural identities. Oxford Research Encyclopedia Communication. Retrieved 6 September 2018 from http://communication.oxfordre.com/view/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-20.

  • Collier M. J. & Thomas M. (1988). Identity in intercultural communication: An interpretive perspective. In Y. Y. Kim & W. B. Gudykunst (Eds.) Theories of intercultural communication International and Intercultural Communication Annual (Vol. 12 pp. 99–120). Newbury Park CA: SAGE.

  • Day C. (2018). Professional identity matters: Agency emotions and resilience. In P. A. Schutz J. Hong & D. C. Francis (Eds.) Research on teacher identity (pp. 61–70). Cham: Springer.

  • De Fina A. (2015). Narratives and identity. In A. De Fina & A. Georgakopoulou (Eds.) The handbook of narrative analysis (pp. 351–368). New York: John Wiley & Sons.

  • Duff P. A. & Uchida Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly31(3) 451–486.

  • Fichtner F. & Chapman K. (2011). The cultural identities of foreign language teachers. L2 Journal3(1) 116–140.

  • Grandey A. A. & Gabriel A. S. (2015). Emotional labor at a crossroads: Where do we go from here? Annual Review of Organizational Psychology and Organizational Behavior2(1) 323–349.

  • Heller M. (1987). The role of language in the formation of ethnic identity. In J. Phinney and M. Rotheram (Eds). Children’s ethnic socialization (pp. 180–200). Newbury Park CA: Sage.

  • Imahori T. T. & Cupach W. R. (2005). Identity management theory: Facework in intercultural relationships. In W. B. Gudykunst (Ed.) Theorizing about intercultural communication (pp. 195–210). Thousand Oaks CA: SAGE.

  • Johnson K. (2005). Expertise in second language learning and teaching. New York: Palgrave Macmillan.

  • Kanno Y. & Stuart C. (2011). Learning to become a second language teacher: Identities in practice. The Modern Language Journal95(2) 236–252.

  • Kumaravadivelu B. (2012). Language teacher education for a global society: A modular model for knowing analyzing recognizing doing and seeing. Abingdon: Routledge.

  • Martel J. & Wang A. (2015). Language teacher identity. In M. Bigelow & J. Ennser-Kananen (Eds.) The Routledge handbook of educational linguistics (pp. 289–300). New York: Routledge.

  • Meihami H. (2019). The role of negotiation in developing ESP and EGP teachers’ cultural identity. An Unpublished PhD Dissertation.

  • Miller J. (2009). Teacher identity. In A. Burns and J. C. Richards (Eds.) The Cambridge guide to second language teacher education (pp. 172–181). New York: Cambridge University Press.

  • Norton B. (2013). Identity and language learning: Extending the conversation. London: Multilingual matters.

  • Norton B. & Toohey K. (2011). Identity language learning and social change. Language Teaching44(4) 412–446.

  • Pennington M. C. (2015). Teacher identity in TESOL: A frames perspective. In Advances and current trends in language teacher identity research (pp. 38–52). New York: Routledge.

  • Preece S. (2016). The Routledge handbook of language and identity. New York: Routledge.

  • Rashidi N. & Meihami H. (2017). Addressing cultural identity through negotiation: Analysis of student-teacher-authored narratives. Journal of Teacher Education for Sustainability19(2) 21–35.

  • Rashidi N. & Meihami H. (2019). The role of negotiation about cultural issues on the ESP teachers’ cultural identity development: A narrative inquiry. Xlinguae12(2) 111–129.

  • Richardson P. W. & Watt H. M. (2018). Teacher professional identity and career motivation: A lifespan perspective. In P. A. Schutz J. Hong & D. C. Francis (Eds.) Research on teacher identity (pp. 37–48). Cham: Springer.

  • Richardson P. W. & Watt H. M. G. (2006). Who chooses teaching and why? Profling characteristics and motivations across three Australian Universities. Asia-Pacific Journal of Teacher Education34(1) 27–56.

  • Stanton D. C. (2006). Presidential address 2005: On rooted cosmopolitanism. PMLA121(3) 627–640.

  • Strauss A. L. (1978). Negotiations: Varieties contexts processes and social order. San Francisco: Jossey-Bass.

  • Strauss A. & Corbin J. (1998). Basics of qualitative research. Thousand Oaks CA: SAGE.

  • Ting-Toomey S. (2005). Identity negotiation theory: Crossing cultural boundaries. In W. Gudykunst (Ed.) Theorizing about intercultural communication (pp. 211–233). Thousand Oaks CA: SAGE.

  • Wenger E. (1998). Communities of practice: Learning meaning and identity. Cambridge University Press.

  • Wróbel M. (2013). Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor. International Journal of Occupational Medicine and Environmental Health26(4) 581–592.

  • Yagi N. & Kleinberg J. (2011). Boundary work: An interpretive ethnographic perspective on negotiating and leveraging cross-cultural identity. Journal of International Business Studies42(5) 629–653.

  • Yazan B. (2018). Toward identity-oriented teacher education: Critical autoethnographic narrative. TESOL Journale00388 1–15.

  • Yazan B. & Peercy M. M. (2018). Pedagogically speaking I’m doing the right things: Three preservice ESOL teachers’ identity formation. Teacher Learning and Professional Development3(1) 1–18.

Search
Journal information
Impact Factor


CiteScore 2018: 1.65

SCImago Journal Rank (SJR) 2018: 0.255
Source Normalized Impact per Paper (SNIP) 2018: 1.496

Metrics
All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 161 161 37
PDF Downloads 91 91 20