The Professional Identities of ESL Trained Classroom Teachers

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dc.contributor Givens, Mary B
dc.contributor Atkinson, Becky
dc.contributor Spezzini, Susan
dc.contributor Yazan, Bedrettin
dc.contributor.advisor Petrovic, John E.
dc.contributor.author Hubbard, Holly Rae
dc.date.accessioned 2021-11-23T14:33:45Z
dc.date.available 2021-11-23T14:33:45Z
dc.date.issued 2021
dc.identifier.other http://purl.lib.ua.edu/181433
dc.identifier.other u0015_0000001_0003872
dc.identifier.other Hubbard_alatus_0004D_14506
dc.identifier.uri http://ir.ua.edu/handle/123456789/8104
dc.description Electronic Thesis or Dissertation
dc.description.abstract This research study emerged from a desire to understand how classroom teachers construct their professional identity after earning a Teaching English to Speakers of Other Languages (TESOL) graduate degree. There has been research about professional identity development among beginning TESOL teachers who only teach English Learners (ELs) and about classroom teachers’ attitudes on teaching ELs. However, little research has been done on how classroom teachers who have extensive training on how to teach ELs after completing a graduate degree in TESOL construct their professional identities to incorporate teaching ELs. The purpose of the study was to understand how classroom teachers with graduate TESOL degrees develop professional identities in practice and discourse. This qualitative study investigated the identity construction of five classroom teachers who have a TESOL graduate degree and teach ELs in their classes. The five participants were interviewed three times. The participants reflected on how their professional identities were influenced by developing new teaching methods. They constructed their identities in discourse and practice, and their identities often shifted within different contexts, such as the classroom, school, and community. The participants also positioned themselves in relation to ELs, other teachers, and their communities. The findings of this study indicate that teachers can construct their professional identities to include relationships with new groups of students and new methods of teaching. The participants’ empathy and self-awareness were the foundation of their interactions with ELs. The participants developed caring relationships with ELs, which enabled the participants to become advocates for their ELs’ academic, linguistic, and social needs in their schools and communities.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject ESL en_US
dc.subject teacher identity en_US
dc.subject TESOL en_US
dc.title The Professional Identities of ESL Trained Classroom Teachers en_US
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Electrical and Computer Engineering
etdms.degree.discipline English as a second language
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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