Aligning Who I Am with What I Do: Pursuing Language Teacher Authenticity
This study explores the dynamic, interactive relationship between teacher identity and authenticity. Through an examination of several socio-cultural (social identity, situated learning, and image text) and psycholinguistic (individual differences) second language acquisition theories, a conceptuali...
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| Format: | Article |
| Language: | English |
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University of Silesia Press
2015-12-01
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| Series: | Theory and Practice of Second Language Acquisition |
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| Online Access: | https://www.journals.us.edu.pl/index.php/TAPSLA/article/view/5115 |
| Summary: | This study explores the dynamic, interactive relationship between teacher identity and authenticity. Through an examination of several socio-cultural (social identity, situated learning, and image text) and psycholinguistic (individual differences) second language acquisition theories, a conceptualization of identity is provided. Subsequently, language teacher authenticity is characterized from both a philosophical and pedagogical perspective and connected to the notion of teacher identity. The final section of the paper presents research-based applications that include reflecting critically, redefining personal credibility, discovering one’s personal style, displaying emotion and recognizing diversity to facilitate the positive-broadening quest of aligning one’s identity (i.e., who I am) with authenticity (i.e., what I do). |
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| ISSN: | 2450-5455 2451-2125 |