Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
The Facts of Life: Professional Identity Narratives of Expatriate Language Instructors in Egypt
This study uses a narrative approach to investigate the lived experiences of two expatriate TESOL instructors at a private university in Egypt. Through the use of observations and interviews, the researcher analyzed how the emotions and beliefs of experienced expatriate TESOL instructors influence,...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
AUC Knowledge Fountain
2021
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| Summary: | This study uses a narrative approach to investigate the lived experiences of two expatriate TESOL instructors at a private university in Egypt. Through the use of observations and interviews, the researcher analyzed how the emotions and beliefs of experienced expatriate TESOL instructors influence, shape, and are shaped by their Language Teacher Professional Identities. Farrell’s (2011) Professional Role Identities codes were used. The study revealed that expatriate language instructors face a number of trying experiences when teaching students, interacting with colleagues, and taking on various leadership roles within their institutions based on a number of factors including their own beliefs, backgrounds, experiences, identities, open and closed emotional vulnerability, and the larger cultural climate. This study contributes to the significant void of expatriate language instructor voices in MENA countries. The researcher recommends the following. First, additional studies need to be conducted from minority language instructors’ views across the lifespan. Secondly, members in leadership at education institutions should mentor and encourage minority language instructors to assume leadership positions in order to break barriers and create more avenues for equality and social justice. Finally, language instructors who actively take part in introspection and narrative inquiry will better understand their own professional identities as they navigate challenging moments in their professional practices. |
|---|