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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,...
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| Format: | Thesis |
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AUC Knowledge Fountain
2021
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| _version_ | 1867613419864064000 |
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| access_status_str | Open Access |
| author | Butler, Sierranicole |
| author_browse | Butler, Sierranicole |
| author_facet | Butler, Sierranicole |
| author_sort | Butler, Sierranicole |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2682 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:51.500Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2682 The Facts of Life: Professional Identity Narratives of Expatriate Language Instructors in Egypt Butler, Sierranicole 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. 2021-06-17T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1655 https://fount.aucegypt.edu/context/etds/article/2682/viewcontent/auto_convert.pdf Theses and Dissertations AUC Knowledge Fountain TESOL Language Teacher Identity Social Justice Minority Teachers Leadership Development Adult and Continuing Education Educational Leadership Higher Education International and Comparative Education Language and Literacy Education Teacher Education and Professional Development |
| spellingShingle | TESOL Language Teacher Identity Social Justice Minority Teachers Leadership Development Adult and Continuing Education Educational Leadership Higher Education International and Comparative Education Language and Literacy Education Teacher Education and Professional Development Butler, Sierranicole The Facts of Life: Professional Identity Narratives of Expatriate Language Instructors in Egypt |
| title | The Facts of Life: Professional Identity Narratives of Expatriate Language Instructors in Egypt |
| title_full | The Facts of Life: Professional Identity Narratives of Expatriate Language Instructors in Egypt |
| title_fullStr | The Facts of Life: Professional Identity Narratives of Expatriate Language Instructors in Egypt |
| title_full_unstemmed | The Facts of Life: Professional Identity Narratives of Expatriate Language Instructors in Egypt |
| title_short | The Facts of Life: Professional Identity Narratives of Expatriate Language Instructors in Egypt |
| title_sort | facts of life professional identity narratives of expatriate language instructors in egypt |
| topic | TESOL Language Teacher Identity Social Justice Minority Teachers Leadership Development Adult and Continuing Education Educational Leadership Higher Education International and Comparative Education Language and Literacy Education Teacher Education and Professional Development |
| url | https://fount.aucegypt.edu/etds/1655 https://fount.aucegypt.edu/context/etds/article/2682/viewcontent/auto_convert.pdf |
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