LANGUAGE TEACHER IDENTITY CONSTRUCTION OF FOREIGN LANGUAGE TEACHING ASSISTANTS

2019-12-01
Peker, Hilal
Torlak, Metin
Toprak Çelen, Esma
Eren, Gamze
Günsan, Meral
Language teacher identity has been studied in several contexts in English LanguageTeaching (ELT) field; however, looking at language teacher identity in a United Statescontext in which teachers from other countries teach their native languages as a foreignlanguage has been a rare topic so far. Therefore, this phenomenological qualitative studyinvestigated the lived experiences of four foreign language teaching assistants who lived andtaught in the United States through Fulbright Foreign Language Teaching Assistant (FLTA)Program. The findings indicated four main emerging themes: (a) pedagogical shift, (b) crosscultural awareness, (c) challenges, and (d) goals and expectations. These dynamiccomponents shaped language teachers’ identity in this context. The results are presentedunder the framework of language teacher identity. Implications as a guide for future FLTAteachers and for teacher exchange programs are provided.
Citation Formats
H. Peker, M. Torlak, E. Toprak Çelen, G. Eren, and M. Günsan, “LANGUAGE TEACHER IDENTITY CONSTRUCTION OF FOREIGN LANGUAGE TEACHING ASSISTANTS,” pp. 229–246, 2019, Accessed: 00, 2021. [Online]. Available: https://iojet.org/index.php/IOJET/article/view/733.