"It's Not My Job": How Preservice Teachers Re(position) Themselves and English Language Learners

• In Event: Developing Preservice Teachers' Identities to Support English Language Learners

Abstract

Grounded in positioning theory, this qualitative study investigated how mainstream preservice teachers (PSTs) negotiate their teacher identities in relation to English language learners (ELLs) in the context of a Second language acquisition (SLA) course. Data were collected from 26 PSTs through demographic profiles, pre- and post-course reflections and course evaluations. Findings revealed how PSTs position ELLs and themselves in relation to ELLs were influenced by the coursework. Findings also revealed the PSTs perceived the seven course features influential in their teacher identity negotiation process: the impacts of teacher characteristics (the course instructor’s being a nonnative speaker of the English language), language sensitivity exercises, case-studies, group discussions, interviewing ELL students, and awareness-raising readings and videos, collaborative work with minority preservice teachers.

Authors

• Refika Turgut, University of Nevada - Las Vegas

• Elif Adibelli, University of Nevada Las Vegas

• Margarita Huerta, University of Nevada - Las Vegas