Abstract
Underpinned by a postmodern perspective of (teacher) identity, which characterizes it as unstable, multifaceted, unfinished, complex, dynamic, fluid, constructed in relation with others (BAUMAN, 2005; BOHN, 2005; HALL, 2006; BEIJAARD et al, 2011 among others), this qualitative research aims at exploring English language teachers’ identities concerning their knowledge of slang. For this purpose, a semi-structured, audio-recorded interview was conducted with three English teachers, from the three main language institutes in Cornelio Procopio, state of Parana. Results reveal that teachers consider themselves to be fluent in English and confident of their language and teaching skills, despite their knowledge of slang being somewhat limited. Additionally, geographical boundaries are perceived as a hindrance to address such topic in class.
Highlights
Resumo: Com base em uma perspectiva pós-moderna de identidade, que a caracteriza como instável, multifacetada, inacabada, complexa, dinâmica, fluida, construída na relação com o outro (BAUMAN, 2005; BOHN, 2005; HALL, 2006; BEIJAARD et al, 2011 entre outros), o presente artigo objetiva explorar a identidade de professoras de inglês em relação ao conhecimento de gírias
This research focuses on professional identity, English teachers’ professional identity concerning their knowledge of English slang in Brazil
In light of a postmodern perspective, identity is understood as an unfinished, fragmented, dynamic and multifaceted phenomenon (BEIJAARD et al, 2011 and others); it is constituted by a confrontation with the other in a certain context
Summary
Underpinned by a postmodern perspective of (teacher) identity, which characterizes it as unstable, multifaceted, unfinished, complex, dynamic, fluid, constructed in relation with others (BAUMAN, 2005; BOHN, 2005; HALL, 2006; BEIJAARD et al, 2011 among others), this qualitative research aims at exploring English language teachers’ identities concerning their knowledge of slang. In light of a postmodern perspective, identity is understood as an unfinished, fragmented, dynamic and multifaceted phenomenon (BEIJAARD et al, 2011 and others); it is constituted by a confrontation with the other in a certain context That being said, this investigation is centered on two research questions: a) How do English teachers evaluate their knowledge of slang?
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have