Please enable JavaScript.
Coggle requires JavaScript to display documents.
Identity constructions of ESP teachers in a Chinese university by Tao &…
Identity constructions of ESP teachers in a Chinese university
by Tao & Gao (2017)
Teacher Identity
professional identity is “an ongoing process” of interpreting experiences
that connects “person and context,” consists of “sub-identities” and needs the exercise of “agency" (Beijaard, Meijer, and Verloop, 2004)
relevant experience and its multifaceted and person-context features (Beauchamp & Thomas, 2009)
an identity shift from learner to teacher (Tsui, 2007)
appropriate positioning in the face of different social agents (Whitsed & Volet, 2013)
Recent changes in ESP
structural changes in language for specific purposes (LSP) (Grosse & Voght, 2012) - American context
English for academic purposes (EAP) support (Fortanet-Gómez & Räisänen, 2008) - Bologna reforms - European context
the internationalization of business and education (Cheng & Anthony, 2014) - Asian context
Analytic framework
an adapted model of TESOL
teacher identity (Pennington, 2014)
The instructional frame
the roles of a teacher during classroom instruction
the disciplinary frame
the connection between teacher identity and a specific field or discipline
the professional frame
teachers’ knowledge, beliefs and practices of a specific field
the vocational frame
the affective component of teacher identity, including teaching commitment and enjoyment
the economic frame
the feeling of being compensated adequately
The study and its findings
eight ESP teachers in a Chinese tertiary institution – Jinghai University
the life history interview
method
interviews in Putonghua (Standard Mandarin) – the participants’ first language
Findings
instructional:
they are distinct from other teachers
disciplinary:
ESP is not recognized as an
academic discipline
professional:
failed to receive recognition of their workplace-related professional expertise
vocational
: seven of these eight ESP teachers had quite a positive sense of teacher identity
economic:
the lack of quality ESP journals in China