English teachers’ identities concerning their knowledge of slang

Fábio Henrique Rosa Senefonte

doi:10.15448/2178-3640.2018.1.30357

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 Procópio, state of Paraná. Results reveal that on the one hand, teachers consider themselves to be fluent in English and confident of their language and teaching skills; on the other, they consider their knowledge of slang to be somewhat limited. Additionally, geographical boundaries are perceived as a hindrance to address such topic in class.

Highlights

RESUMO À luz de uma perspectiva pós-moderna de identidade de professores, o que a caracteriza como instável, multifacetada, complexa, dinâmica, fluida, construída em relação com o outro (Bauman, 2005; Bohn, 2005; Hall, 2006; Beijaard et al, 2011 entre outros), esta pesquisa qualitativa objetiva explorar identidades de professores de inglês sobre o seu conhecimento de gírias
This research focuses on professional identity, English teachers’ professional identity concerning their knowledge of English slang in Brazil
This investigation is centered on two research questions: a) What is English teachers’ evaluation of their knowledge of slang? b) What challenges, if any, do teachers face when they address such topic in class? In line with these questions, the goal of this study is to explore teachers’ identity concerning their knowledge of slang in English

Summary

Introductory Notes

Topics germane to identity tend to be broad and intricate, given that the formation of one’s identity encompasses professional and personal factors. The context in which one acts socially is crucial for the constitution of identity In this regard, Block (2007) contends that there are several types of identities: gender, religious, ethnic and so forth. 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) What is English teachers’ evaluation of their knowledge of slang? Some methodological issues are discussed; the fourth section provides the data analysis and some conclusions are detailed in the last section

Foreign Language Teacher Identity

Factors that Influence the Formation of English Teacher Identity

English Teacher Identity in the Brazilian Context

English Teachers’ Conceptions of Slang

Methodology

Data Analysis

Final Considerations