College of Education

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..

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2011 - 20122

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Subject: search.filters.subject.Narrative Inquiry

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    Borderlands and Border Crossing: Japanese Professors of English and the Negotiation of Translinguistic and Transcultural Identity
    (2012) Rudolph, Nathanael John; Martin-Beltran, Melinda; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Recent scholarship in the field of ELT posits that critical constructions of the Native Speaker/Non-Native Speaker and Native English Speaker Teacher/Non-Native English Speaker Teacher binaries in the ELT literature have oversimplified and essentialized categories of teacher identity (e.g., Menard-Warwick, 2008; Park, 2012) and as a result cannot account for contextualized negotiations of borders of linguistic and cultural identity around the world. In the interest of addressing this issue, the following study explores the lived experiences of four Japanese professors negotiating their translinguistic and transcultural identities in the field of English language teaching (ELT) in Japan, and how through these experiences they have arrived at challenging who they might be or become as English language learners, teachers and users. Employing narrative inquiry and the use of semi-structured interviews, the study attempts to provide a sociohistorically-situated account of participants' lived experiences conceptualizing and negotiating borders of being and becoming as English language learners, users and teaching professionals. In doing so, the study attempts to examine the interplay of local and global discourses of identity implicated in the construction and perpetuation of borders within ELT in the Japanese context. The study seeks to encourage dialogue in the ELT research and teaching community both within and beyond Japan, related to how these discourses might adversely affect learner, teacher and user identity and contextualized language teaching. In addition, the study attempts to contribute to debate within ELT scholarship regarding who "non-native" teachers might be or become and the roles "native" and "non-native" teachers might play in globalized ELT.
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    SURVIVING AND THRIVING: A NARRATIVE INQUIRY INTO THE LIVES OF FIVE FILIPINA TEACHERS IN A U.S. URBAN SCHOOL DISTRICT
    (2011) Nones-Austria, Maria Dolores; HUGHES, SHERICK; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study centers five Filipina non-native English speaking (NNES) teachers, who teach English for Speakers of Other Languages (ESOL). It explores how we construct our identities as persons and as teachers who are surviving and thriving in one U.S. public urban school district. This study emphasizes the meanings of our experiences as language learners and as ESOL teachers in relation to our identity construction, and highlights the effects of cultural, linguistic and interpersonal elements on our identity transformation. The specific purpose of this study is to seek alternatives to (1) develop and enrich our understanding of the diverse learning and teaching journeys of Filipina NNES ESOL teachers that Mid-Atlantic Public Schools (MAPS) hired between 2005 and 2006, (2) understand and co-construct our identities as supported and marginalized, (3) look at other Filipina NNES ESOL teachers to juxtapose their experiences to my own, as a person with an insider/outsider perspective, and (4) to use our narratives to inform MAPS and other U.S. school district's efforts to recruit, support and retain Filipino teachers as well as other international teachers. Through narrative life history interviews, email follow-up interviews, informal conversations, and questionnaires, the study explored Filipina NNES ESOL teachers' experiences of becoming and being ESOL teachers in MAPS. The study hopes to encourage local and state policy makers and curriculum developers to design professional development plans for Filipino teachers, and to encourage researchers to do further research on the lived experiences of other K-12 international teachers; which may include groups such as Chinese, Taiwanese, Korean, Hispanic, Indians, Nigerians, Jamaicans, etc. through additional qualitative research designs like case study, portraiture and ethnography.