Framing the Identity of an Ideal Primary School Teacher of English
DOI:
https://doi.org/10.33919/esnbu.20.1.4Keywords:
English as a Foreign Language (EFL), framing, primary school, teacher identityAbstract
The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait†of an ideal EFL teacher.
References
Al-Khairi, M. (2015). Qualities of an Ideal English Language Teacher: A Gender-Based Investigation in a Saudi Context. Journal of Education and Practice, 6(15), 88-98.
Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching: Theory and Practice, 13(5), 441-464. https://doi.org/10.1080/13540600701561653
Borg, S. (2017). Identity and teacher research. In G. Barkhuizen (ed.), Reflections on language teacher identity research (pp. 126-132). Routledge.
Butler, Y. G. (2007). Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT Journal, 29(1), 7. https://doi.org/10.37546/JALTJJ29.1-1
Dahl, T. (2015). Contested science in the media: Linguistic traces of news writers’ framing activity. Written Communication, 32 (1), 39-65. https://doi.org/10.1177/0741088314557623
Entman, R. M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51-58. https://doi.org/10.1111/j.1460-2466.1993.tb01304.x
Flem, A., Moen, T., & Gudmundsdottir, S. (2004). Towards inclusive schools: a study of inclusive education in practice. European Journal of Special Needs Education, 19(1), 85-98. https://doi.org/10.1080/10885625032000167160
Horowitz, E., Sorensen, N., Yoder, N., & Oyserman, D. (2018). Teachers can do it: scalable identity-based motivation intervention in the classroom. Contemporary Educational Psychology, 54, 12-28. https://doi.org/10.1016/j.cedpsych.2018.04.004
Javid, C. Z. (2014). Perceptive determination of Saudi EFL learners about the characteristics of an ideal English language teacher. Research on Humanities and Social sciences, 4(8), 42-53.
Külekçi, G. (2018). Identifying the Perceptions of Prospective English Language Teachers on Characteristics of Effective Teachers: Who Is the Ideal Teacher?. Novitas-ROYAL (Research on Youth and Language), 12(1), 1-15.
Lauriala, A., & Kukkonen, M. (2005). Teacher and Student Identities as Situated Cognitions. In P. Denicolo and M. Kompf (eds.) Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, (pp. 99 – 208). Routledge.
Leeper, T. J., & Slothuus, R. (2018). How the News Media Persuades: Framing Effects and Beyond. In B. Grofman, E. Suhay and A. Trechsel (eds.) Oxford Handbook of Electoral Persuasion (pp. 1-26). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190860806.013.4
Mackay, J. (2019). An ideal second language self intervention: Development of possible selves in an English as a Foreign Language classroom context. System, 81, 50-62. https://doi.org/10.1016/j.system.2019.01.003
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist 41 (9), 954-969. https://doi.org/10.1037/0003-066X.41.9.954
Minsky, M. (1975). A framework for representing knowledge. In P. H. Winston (ed.) The Psychology of Computer Vision, (pp. 211-277). McGraw-Hill.
Muis, I., van Schie, G., Wieringa, M., & de Winkel, T. (2019). ‘Liberation Begins with Stating the Facts’: Framing Statistics and Information Bricolage in Geert Wilders’ Twitter Practice’. Open Library of Humanities 5(1), 1-31. https://doi.org/10.16995/olh.320
Oyserman, D., Destin, M., & Novin, S. (2015). The context-sensitive future self: Possible selves motivate in context, not otherwise. Self and Identity, 14(2), 173-188. https://doi.org/10.1080/15298868.2014.965733
Oyserman, D., Lewis Jr., N. A., Yan, V. X., Fisher, O., O'Donnell, S. C., & Horowitz, E. (2017). An identity-based motivation framework for self-regulation. Psychological Inquiry, 28(2-3), 139-147. https://doi.org/10.1080/1047840X.2017.1337406
Pennington, M. C. (1999). Framing Bilingual Classroom Discourse: Lessons from Hong Kong Secondary School English Classes. International Journal of Bilingual Education and Bilingualism, 2(1), 53-73. https://doi.org/10.1080/13670059908666246
Pennington, M. C., & Hoekje, B. J. (2014). Framing English language teaching. System, 46, 163-175. https://doi.org/10.1016/j.system.2014.08.005
Petruck, M. R. (1996). Frame semantics. In J. Verschueren, J. Ostman, J. Blommaert, and C. Bulcaen (Eds.) Handbook of Pragmatics (pp. 1-8). John Benjamins.
Rowling, J. K. (2015). Harry Potter and the Philosopher's Stone. Bloomsbury Publishing.
Sahakyan, T., Lamb, M., & Chambers, G. (2018). Language Teacher Motivation: From the Ideal to the Feasible Self. In S. Mercer & A. Kostoulas (Eds.), Language Teacher Psychology, (pp. 53-70). Multilingual Matters. https://doi.org/10.21832/9781783099467-008
Scott, M. (2008). Wordsmith Tools: version 4.0.
SPSS (2016). IBM SPSS Statistics for Windows, Version 24.0. IBM Corp.
Sweetser, E., & Fauconnier, G. (1996). Cognitive links and domains: Basic aspects of mental space theory. In E. Sweetser and G. Fauconnier (Eds.) Spaces, Worlds, and Grammar, (pp. 1-28). Chicago University Press.
Yuan, R. (2018). A comparative study on language teacher educators’ ideal identities in China: more than just finding a middle ground. Journal of Education for Teaching, 45(2), 186-199. https://doi.org/10.1080/02607476.2018.1548173
Zhu, G., Zhu, G., Peng, Z., Deng, L., Etchells, M., Li, G., & Rice, M. (2019). Framing EFL preservice teachers’ reflections amid the teaching practicum through metaphors. Paper presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April 5-9, 2019. https://www.researchgate.net/profile/Gang_Zhu10/publication/330662570_Framing_EFL_preservice_teachers%27_reflections_amid_the_teaching_practicum_through_metaphors/links/5c4d88c592851c22a3939dd1/Framing-EFL-preservice-teachers-reflections-amid-the-teaching-practicum-through-metaphors.pdf
Downloads
Published
How to Cite
Issue
Section
License
All published articles in the ESNBU are licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don't have to license their derivative works on the same terms.
In other words, under the CC BY-NC 4.0 license users are free to:
Share - copy and redistribute the material in any medium or format
Adapt - remix, transform, and build upon the material
Under the following terms:
Attribution (by) - All CC licenses require that others who use your work in any way must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.
NonCommercial (nc) - You let others copy, distribute, display, perform, and modify and use your work for any purpose other than commercially unless they get your permission first.
If the article is to be used for commercial purposes, we suggest authors be contacted by email.
If the law requires that the article be published in the public domain, authors will notify ESNBU at the time of submission, and in such cases the article shall be released under the Creative Commons 1 Public Domain Dedication waiver CC0 1.0 Universal.
Copyright
Copyright for articles published in ESNBU are retained by the authors, with first publication rights granted to the journal. Authors retain full publishing rights and are encouraged to upload their work to institutional repositories, social academic networking sites, etc. ESNBU is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Exceptions to copyright policy
Occasionally ESNBU may co-publish articles jointly with other publishers, and different licensing conditions may then apply.
