Becoming an English language teacher

linguistic knowledge, anxieties and the shifting sense of identity

Research output: Contribution to journalArticle

Abstract

English Language is a fast growing and popular subject at A level but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers who discuss the strategies they used when taking on the responsibility of A level English Language teaching for the first time. It highlights the shifting sense of identity that these teachers felt they went through, and as such, explores some emerging issues related to identity from a narrative/personal history perspective. The study reveals that despite feelings of anxiety and low self-confidence, teachers felt that the experience had been a positive one in terms of their own developing identity as an English teacher and had impacted on other aspects of their teaching. The paper raises questions about the value of language-based work for English teachers and has implications for UK initial and continuing teacher education in English.
Original languageEnglish
Pages (from-to)416-429
Number of pages14
JournalLanguage and Education
Volume29
Issue number9
Early online date15 Apr 2015
DOIs
Publication statusPublished - 2015

Fingerprint

English language
anxiety
linguistics
teacher
self-confidence
Teaching
Language Teachers
Linguistic Knowledge
Anxiety
English Teachers
expertise
narrative
responsibility
interview
language
Values
education
experience
English Language Teaching
Language

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Language and Education on 15/4/15, available online: http://www.tandfonline.com/10.1080/09500782.2015.1031677

Cite this

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title = "Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity",
abstract = "English Language is a fast growing and popular subject at A level but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers who discuss the strategies they used when taking on the responsibility of A level English Language teaching for the first time. It highlights the shifting sense of identity that these teachers felt they went through, and as such, explores some emerging issues related to identity from a narrative/personal history perspective. The study reveals that despite feelings of anxiety and low self-confidence, teachers felt that the experience had been a positive one in terms of their own developing identity as an English teacher and had impacted on other aspects of their teaching. The paper raises questions about the value of language-based work for English teachers and has implications for UK initial and continuing teacher education in English.",
author = "Marcello Giovanelli",
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