The Differences between New-service and Experienced Teachers’ Linguistic Practices in a Community of Practice

• In Event: Reimagining Language Teaching: Wellness, Identity, & Equity in Professional Learning

Abstract

This study examines how everyday language practices shape and reflect teachers' professional identities within a community of practice at a southwestern elementary school in the United States. Using a mixed-methods design, we analyzed interviews with four teachers at different career stages through thematic and discourse analysis. Our findings highlight patterns in how novice and experienced teachers differ in their linguistic practices which imply that perceived power dynamics, contextual factors, and subject area expertise are connected to teachers’ identity transformation and maintenance in their community of practice. Based on these findings, we suggest that fostering supportive peer networks and organizing inquiry-driven professional development sessions can create environments that nurture teacher growth and professional identity development.

Authors

• Nan Jiang, home

• Laurel Hendrickson, University of Arizona