Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers

The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matte...

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Veröffentlicht in:Review of education (Oxford) Jg. 11; H. 3
Hauptverfasser: Alam, Md. Saiful, Asmawi, Adelina
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London Wiley Subscription Services, Inc 01.12.2023
Schlagworte:
Academic achievement
Bangladesh
Case studies
Differentiation
EFL
English as a second language
English as a second language instruction
English as a second language teaching methods
English language
English teachers
Feedback
Foreign languages
generalist teachers
Head teachers
Identity
identity salience
Individualized Instruction
Interviews
Kindergarten
Language acquisition
Language instruction
Materials
multi‐subject teachers
Principals
Private schools
Role models
Rural communities
Salience
Sampling
Scarcity
Second language teachers
Social constructionism
Social skills
Social support
Teachers
Teaching
Teaching Methods
ISSN:2049-6613, 2049-6613
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Zusammenfassung:The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication.
Bibliographie:ObjectType-Article-1
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ISSN:2049-6613
2049-6613
DOI:10.1002/rev3.3424