Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country
Becoming an English teacher might be filled with challenges and obstacles, and living outside your country will add difficulty to this path. Everyone reacts and faces experiences differently. Nevertheless, it is essential to consider how facing unexpected circumstances reshapes one's identity a...
- Autores:
-
Villacob Gómez, Betty Fabiola
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/56164
- Acceso en línea:
- http://hdl.handle.net/11634/56164
- Palabra clave:
- Tesol
Professional Identity
Teacher
Multilingulism
Lenguas Extrajeras inglés
Profesional-Docente
Aprendizaje-inglés
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country |
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Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country |
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Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country Tesol Professional Identity Teacher Multilingulism Lenguas Extrajeras inglés Profesional-Docente Aprendizaje-inglés |
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Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country |
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Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country |
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Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country |
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Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country |
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Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country |
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Villacob Gómez, Betty Fabiola |
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Sierra Morales, Arnold |
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Villacob Gómez, Betty Fabiola |
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Universidad Santo Tomás |
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Tesol Professional Identity Teacher Multilingulism |
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Tesol Professional Identity Teacher Multilingulism Lenguas Extrajeras inglés Profesional-Docente Aprendizaje-inglés |
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Lenguas Extrajeras inglés Profesional-Docente Aprendizaje-inglés |
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Becoming an English teacher might be filled with challenges and obstacles, and living outside your country will add difficulty to this path. Everyone reacts and faces experiences differently. Nevertheless, it is essential to consider how facing unexpected circumstances reshapes one's identity and influences a teacher's personal and professional development. This narrative inquiry aims to present an autobiographical study of my experiences as an ESOL teacher living in Curacao through my bachelor's degree in teaching English as a foreign language at the Universityof Santo Tomas. It involves some of the most critical moments outside Colombia for a decade that have shaped my personal and professional identityand provided me with the skills, resilience, and strength to make this accomplishment possible. To complete this project, I have collected data through an autobiography and two journals in which I describe and reflect on stages of my life that I consider essential turning points in my career as an English teacher. By implementing the thematic analysis of the different narratives, I could identify the key elements that marked me during this period and how I dealt with the different challenges that have transformed me into the professional I am today. The results showed that most of these problematic experiences came from internal and personal issues rather than professional ones. |
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2024-07-11T15:56:05Z |
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2024-01-29 |
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Villacob Gómez, B. F. (2024). Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional. |
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Abrahao, M. (2012). Autobiographical research: Memory, time, and narratives in the first person. European journal for research on the education and learning of adults, 3(1), 29- 41. DOI: http://dx.doi.org/10.3384/rela.2000-7426.rela0051 Ahmad, S. (2020). Between learning and business: ESOL teachers’ perceptions of their professional practice in post-school private training establishments [Doctoral Thesis, The University of Canterbury]. https://ir.canterbury.ac.nz/server/api/core/bitstreams/acdbd407-175c-4401-b27a 2b6a2b56c8fa/content Alvarez Idarraga, N. J. (2021). El Aprendizaje Basado en Proyectos como metodología incluyente: apropiación del inglés como lengua extranjera a través de esquemas de intervención social. Rastros Rostros, 23(1), 1-20. https://doi.org/10.16925/2382-4921.2021.01.07 Alvarez Idarraga, N. J., & Orjuela Romero, I. D. (2024). Soft and Hard Skills to Be Developed By a Pre-Service Teacher under Distance Learning: Case Study. International Journal of Scientific Research and Management (IJSRM), 12(02), 3194–3205. https://doi.org/10.18535/ijsrm/v12i02.el04 Aronin, L. & Singleton, D. (2012). Affordances theory in multilingualism studies. Studies in Second Language Learning and Teaching, 2(3), 311-331. https://files.eric.ed.gov/fulltext/EJ1135873.pdf Aziza, N. (2020). The importance of English language. International Journal on Orange Technologies, 2(1), 22-24. https://media.neliti.com/media/publications/333378-the importance-of-english-language-2c7b6d03.pdf Baeza, A. (2019). Exploring the lived experience of one Rural Teacher in Indigenous context in PROFESSIONAL IDENTITY OF A NON-NATIVE ESOL TEACHER PERFORMING IN A45 MULTILINGUAL COUNTRY Chilean Northern Territory: A narrative inquiry. International Journal of Critical Indigenous Studies, 12(1), 29-45. https://eprints.qut.edu.au/131154/ Barkhuizen, G., Benson, P. & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Taylor & Francis. Black, W. (2019). A story in many tongues: A narrative inquiry into the linguistic development of multilingual instructors [Master Thesis, Indiana University of Pennsylvania]. https://www.proquest.com/docview/2228144458?pq origsite=gscholar&fromopenview=true Chung, K. H. (2014). Nonnative Speaker Teachers’ Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. Escholarship.org. https://escholarship.org/uc/item/7wr3j84g Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches [4th Ed.]. SAGE. ISBN 978-1-4522-2610-1 Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. SAGE. ISBN-13: 978-1506330204 Farisya, N. (2022). Exploring role play activities in improving students’ speaking ability [Undergraduate Thesis, Universitas Islam Negeri Ar-Raniry Banda Aceh]. https://repository.ar raniry.ac.id/id/eprint/24955/1/Nurul%20Farisya%2C%20180203161%2C%20FTK%2C%20PBI %2C%20082282925812.pdf Franceschini, R. (2012). History of Multilingualism. The Encyclopedia of Applied Linguistics. https://doi.org/10.1002/9781405198431.wbeal0511 Griffee, D. (2012). An introduction to second language research methods: Design and data. TESL-EJ. ISBN-13: 978-0-9823724-1-8 Jenkins, J. (2019). English medium instruction in Higher Education: The role of English as lingua franca in X. Gao (Ed.), Second handbook of English language teaching (91-108). Springer. |
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Sierra Morales, ArnoldVillacob Gómez, Betty Fabiolahttps://scholar.google.com/citations?hl=es&user=UyWv0O4AAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002062536https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002131701Universidad Santo Tomás2024-07-11T15:56:05Z2024-07-11T15:56:05Z2024-01-29Villacob Gómez, B. F. (2024). Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.http://hdl.handle.net/11634/56164reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coBecoming an English teacher might be filled with challenges and obstacles, and living outside your country will add difficulty to this path. Everyone reacts and faces experiences differently. Nevertheless, it is essential to consider how facing unexpected circumstances reshapes one's identity and influences a teacher's personal and professional development. This narrative inquiry aims to present an autobiographical study of my experiences as an ESOL teacher living in Curacao through my bachelor's degree in teaching English as a foreign language at the Universityof Santo Tomas. It involves some of the most critical moments outside Colombia for a decade that have shaped my personal and professional identityand provided me with the skills, resilience, and strength to make this accomplishment possible. To complete this project, I have collected data through an autobiography and two journals in which I describe and reflect on stages of my life that I consider essential turning points in my career as an English teacher. By implementing the thematic analysis of the different narratives, I could identify the key elements that marked me during this period and how I dealt with the different challenges that have transformed me into the professional I am today. The results showed that most of these problematic experiences came from internal and personal issues rather than professional ones.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual CountryTesolProfessional IdentityTeacherMultilingulismLenguas Extrajeras inglésProfesional-DocenteAprendizaje-inglésTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáAbrahao, M. (2012). Autobiographical research: Memory, time, and narratives in the first person. European journal for research on the education and learning of adults, 3(1), 29- 41. DOI: http://dx.doi.org/10.3384/rela.2000-7426.rela0051Ahmad, S. (2020). Between learning and business: ESOL teachers’ perceptions of their professional practice in post-school private training establishments [Doctoral Thesis, The University of Canterbury]. https://ir.canterbury.ac.nz/server/api/core/bitstreams/acdbd407-175c-4401-b27a 2b6a2b56c8fa/contentAlvarez Idarraga, N. J. (2021). El Aprendizaje Basado en Proyectos como metodología incluyente: apropiación del inglés como lengua extranjera a través de esquemas de intervención social. Rastros Rostros, 23(1), 1-20. https://doi.org/10.16925/2382-4921.2021.01.07Alvarez Idarraga, N. J., & Orjuela Romero, I. D. (2024). Soft and Hard Skills to Be Developed By a Pre-Service Teacher under Distance Learning: Case Study. International Journal of Scientific Research and Management (IJSRM), 12(02), 3194–3205. https://doi.org/10.18535/ijsrm/v12i02.el04Aronin, L. & Singleton, D. (2012). Affordances theory in multilingualism studies. Studies in Second Language Learning and Teaching, 2(3), 311-331. https://files.eric.ed.gov/fulltext/EJ1135873.pdfAziza, N. (2020). The importance of English language. International Journal on Orange Technologies, 2(1), 22-24. https://media.neliti.com/media/publications/333378-the importance-of-english-language-2c7b6d03.pdfBaeza, A. (2019). Exploring the lived experience of one Rural Teacher in Indigenous context in PROFESSIONAL IDENTITY OF A NON-NATIVE ESOL TEACHER PERFORMING IN A45 MULTILINGUAL COUNTRY Chilean Northern Territory: A narrative inquiry. International Journal of Critical Indigenous Studies, 12(1), 29-45. https://eprints.qut.edu.au/131154/Barkhuizen, G., Benson, P. & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Taylor & Francis.Black, W. (2019). A story in many tongues: A narrative inquiry into the linguistic development of multilingual instructors [Master Thesis, Indiana University of Pennsylvania]. https://www.proquest.com/docview/2228144458?pq origsite=gscholar&fromopenview=trueChung, K. H. (2014). Nonnative Speaker Teachers’ Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. Escholarship.org. https://escholarship.org/uc/item/7wr3j84gCreswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches [4th Ed.]. SAGE. ISBN 978-1-4522-2610-1Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. SAGE. ISBN-13: 978-1506330204Farisya, N. (2022). Exploring role play activities in improving students’ speaking ability [Undergraduate Thesis, Universitas Islam Negeri Ar-Raniry Banda Aceh]. https://repository.ar raniry.ac.id/id/eprint/24955/1/Nurul%20Farisya%2C%20180203161%2C%20FTK%2C%20PBI %2C%20082282925812.pdfFranceschini, R. (2012). History of Multilingualism. The Encyclopedia of Applied Linguistics. https://doi.org/10.1002/9781405198431.wbeal0511Griffee, D. (2012). An introduction to second language research methods: Design and data. TESL-EJ. ISBN-13: 978-0-9823724-1-8Jenkins, J. (2019). English medium instruction in Higher Education: The role of English as lingua franca in X. Gao (Ed.), Second handbook of English language teaching (91-108). 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