Ming-i Lydia Tseng
Language teacher identity (LTI) has gained prominence in second language education in the recent two decades, particularly the complexity of identity construction in the changing context shaped by local and global forces. This study adds to recent work on LTI by exploring how Asian teachers of English as a foreign language (EFL) constructed their professional identities in the context of service-learning. Adopting the theoretical framework based on the perspectives of identity-in-practice and identity-in-discourse, the present research investigates eight Taiwanese preservice teachers’ identity construction, as they worked with their American collaborators to teach English to Taiwanese elementary school pupils. Data analysis reveals that initially, as the preservice teachers drew upon and negotiated two dominant discourses which are associated with educational models in Confucian heritage culture (CHC) and American culture, they experienced conflict between their desired identities and the identities available to them. However, when the preservice teachers participated in relevant social practices from their service-learning experiences, they managed to reconcile identity conflict by appropriating discourses, which led to empowerment in identity development. Based on the findings, this study discusses implications for future research and the provision of support in preservice teacher education to handle identity conflict and facilitate identity development.
Key Words: teacher identity, preservice teachers, discourse
在近二十年來的第二語言教育領域，語言教師身份認同實為重要議 題，尤其關注受到在地化與全球化多變形勢影響，身分建構認同的 複雜性。本文探討以英語為外語的亞洲教師，如何在服務學習的情 境下，建構他們的專業身份認同，進而對語言教師身分認同為主題 的研究注入新思維。此研究採用基於社群實踐與論述為主的身分認 同理論框架，著重八位台灣英語職前教師藉由執行服務學習專題， 與美國實習教師進行協同教學，建構語言教師身份認同。研究結果 顯示職前教師於服務學習初期，採用並協商與儒家文化和美國文化 導向相關的兩個主流教學論述。於協商中，職前教師經歷他們被賦 予的身份與期望擁有的身份之間的認同衝突。然而，職前教師在服 務學習經驗中，透過參與相關社群實踐活動，重塑並轉化主流論述， 逐漸化解身份認同的衝突，掌握教師主權，發展身分認同。根據研 究結果，本文亦提出未來相關研究方向與英語師資培訓等建議，期 能有效協助教師化解不同教學論述產生的身份認同衝突，進行有效 協商，促進身份認同發展。