First-year English teachers' discursive positioning: languaging as externalisation

• Autores: Dorota Werbinska
• Localización: Languaging experiences: Learning and teaching revisited / coord. por Hadrian Lankiewicz, Emilia Wasikiewicz-Firlej, 2014, ISBN 978-1-4438-5341-5, págs. 191-221
• Idioma: inglés
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• Resumen

  • Novice language teachers are currently receiving an increasing amount of attention in the literature on second language teaching. The study to be discussed here has continued that focus by investigating firstyear English language teachers ' narrative identity discourses with reference to their self-positioning and their positioning by other stakeholders- learners, colleagues, school directors, and parents-looked upon from the perspective of the concept of languaging, understood here as a means of externalisation. The participants of the study were six firstyear English teachers; the author conducted an in-depth interview with each of them with a view to investigating how the respondents positioned themselves and how they believed they were positioned by others. The dialogues with the researcher made the teachers "externalise" their thoughts and, thanks to this, generate new understandings of some of their first-year teaching experiences. In this sense, "talking through" about the intricacies of being a beginning English teacher mediated their own processes of thinking and contributed to focusing better attention on their own and other stakeholders ' behaviours. The article ends with some pedagogical implications for language teacher education which promote making use of languaging as an important Sociocultural Theory concept.