Teaching in the periphery: Teacher identity in community language schools |
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| Institution: | 1. University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309, USA;2. Michigan State University, Teacher Education, 329 Erickson Hall, East Lansing, MI, 48824, USA;1. Department of Behavioural Sciences and Learning (IBL).Linköping University, SE-581 83, Linköping, Sweden;2. Department of Social and Welfare Studies (ISV), Linköping University, SE-581 83, Linköping, Sweden;1. Arizona State University, Mary Lou Fulton Teachers College, Payne Hall 204 D, Tempe, AZ, 85297-1811, USA;2. University of Minnesota, 250 Education Sciences, 56 East River Road, Minneapolis, MN, 55455, USA;3. Michigan State University, Erickson Hall 4th Floor, East Lansing, MI, 48823, USA |
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| Abstract: | Community language schools are unique educational language providers developed as grassroots initiatives by immigrant communities worldwide. However, little is known about community language school teachers’ work or their sense of identity. The present study uses narrative inquiry to explore the experiences and challenges of one Swedish community language school teacher in Australia. Key findings show that community language school teachers’ sense of teacher identity is situated and negotiated in the intersection of people, power relations, and language ideologies which can lead to a lack of job satisfaction, a sense of failure, and marginalisation in wider educational contexts. |
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| Keywords: | Ethnography Heritage language Ideologies Language teaching Narrative inquiry Teacher identity |
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