The Negotiation of English Teachers’ Identity Representation In EFL Classroom

Irene Rosalina

doi:10.52620/jeis.v1i1.3

Abstract

This study applies a sociocultural linguistic approach where it examined the representation of English as International language teachers' identity negotiation in their classroom interactions. The important role of the teachers involving their efforts, values , and beliefs preceded this study. Furthermore, the findings in this study indicated that the English teachers negotiate their identity as they still bring out the teaching with the reference to cultural, social, political, and religious constructs. The different ways of the teachers showing their identity infused in their linguistic use in the classroom. Moreover, the religion bounding values and beliefs that the teachers motivated to explore were shown in the connection between the English teaching topic being discussed in class and the religious concept in teaching, which in this case related to the Islamic teachings. The teachers also perceive their identities which can be assembled into four broad areas showing their understanding and the important function of their identity representations in the way of teaching. Lastly, some pedagogical implications were also found from this study.

Highlights

A class and its atmosphere reflect the true complexity and heterogeneity of society because naturally, the way of communicating in the class designates the identity of a particular community
This study focused on addressing that issue by investigating utterances the English teachers produced at the university level as their identity representation
The foundation of Islam which was shown in their way of teaching showed their identity representation resistance within the English as an International Language in the classroom interaction

Summary

INTRODUCTION

A class and its atmosphere reflect the true complexity and heterogeneity of society because naturally, the way of communicating in the class designates the identity of a particular community. In the development of English as an International Language (EIL), the formation of identity is important for teachers and students because they are faced with a. Several shifts in the identity of teachers from linguistically homogeneous countries of origin to heterogeneous English have increased their awareness of becoming a nonnative English teacher (NNEST) (Koole, 2015) In his studies, professional identity and building legitimacy as a quality English teacher are very important. From the above previous studies, a hypothesis came up that identity in classroom interactions emerged through the teachers' utterances. (2) How do the English teachers perceive their identity representation in their utterances in classroom interactions? The discussion above leads to a derivation of a question as to the following. (1) How does the English teachers' identity represented in their utterances in classroom interactions? (2) How do the English teachers perceive their identity representation in their utterances in classroom interactions?

METHODS

AND DISCUSSION

CONCLUSION