Three foreign language student teachers’ experiences with content-based instruction: exploring the identity/innovation interface

Abstract

ABSTRACTFollowing Trent, J. [2014. “Innovation as Identity Construction in Language Teaching and Learning: Case Studies from Hong Kong.” Innovation in Language Learning and Teaching 8 (1): 56–78], the present study used identity as the unit of analysis for examining three foreign language student teachers’ experiences with content-based instruction (CBI) during their teacher preparation program. With teacher socialization as its primary theoretical lens, it adds to the limited amount that is currently known about traditional foreign language teachers’ identity construction, compared to other second language contexts. Analysis of a variety of data sources (including interviews, digital journals, and post-observation conferences) revealed that participants actively processed what CBI meant to them, were able to implement CBI to varying degrees in their student teaching placements, and expressed a range of aspirations for CBI in their future teaching. These findings confirm Trent, J.'s [2014. “Innovation as Identity Construction in Language Teaching and Learning: Case Studies from Hong Kong.” Innovation in Language Learning and Teaching 8 (1): 56–78] claim that student teachers require adequate implementation space for validating change-oriented identity positions if desired innovations are to take hold.