Open AccessDeveloping english as a foreign language (EFL) teacher’s identity
Author(s) -
Raúl Sebastián Ramírez Basantes
Publication year - 2021
Publication title -
kronos - the language teaching journal/kronos - the language teaching journal (en línea)
Language(s) - English
Resource type - Journals
eISSN - 2631-2859
pISSN - 2631-2840
DOI - 10.29166/kronos.v2i1.3124
Subject(s) - english as a foreign language , negotiation , class (philosophy) , identity (music) , psychology , pedagogy , participant observation , context (archaeology) , foreign language , emotional labor , identity negotiation , mathematics education , sociology , social psychology , computer science , art , social science , paleontology , artificial intelligence , anthropology , biology , aesthetics
Early teaching and student experiences act as cultural references for English as a Foreign Language teachers. Tools and strategies are articulated in the form of roles, which are constantly tested and negotiated within the classroom, modeling the EFL teacher’s identity. The following is a case study on three EFL teacher’s identity development from the Pontificia Universidad Católica del Ecuador. The presence of roles related to EFL teaching was identified through a semi-participant observation and compiled in an observation grid. Observed tools and strategies origin was deepened in the transcription of interviews based on life stories, using a biographical methodology. The use of Socializing / Empathizing skills from the Acculturator role were present in codeswitch using an Ecuadorian pitch, aimed to deal with emotional transactions in the class successfully. Previous working experiences allowed teachers to find strategies to incorporate EFL teaching roles with low emotional labor. Role models from the family and working context played a crucial role in the integration of emotional tools to negotiate roles within the class with low emotional labor.