Leveraging Identities in English Language Teaching: Perspectives and Experiences of Student-Teachers at a Canadian University

• In Event: Teacher Identity and Lived Experiences in International Contexts

Abstract

Although the diverse identities of English language student-teachers can serve as teaching resources, most research has focused on the pedagogical potential of their linguistic identities. Focusing on student-teachers at a Canadian university, this case study explores their experiences and perspectives on incorporating various personal and social identities brought by their students and themselves in English language teaching. Results from the preliminary analysis indicated that rather than only linguistics identities, participants valued and integrated diverse identities formed inside and outside schools into their pedagogical practices. However, they often struggled to leverage these identities fully due to restrictions in local contexts and their concerns with identity-oriented pedagogy. Implications for language teacher education on preparing student-teachers for identity-oriented English language teaching are provided.

Author

• Wenyangzi Shi, University of Toronto