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This Text Discusses The Identity and Roles of English Language Teachers
This Text Discusses The Identity and Roles of English Language Teachers
within the context of teaching English as a second language. The introduction emphasizes the
socially constructed nature of teacher identity and explores factors influencing this identity, such
as personal motivation, career choice, satisfaction in the profession, and the complex and dynamic
nature of identity construction.
The literature review highlights the global importance of English language skills in the present era
and the growing corporate sector associated with English language teaching. It also touches on the
challenges and complexities of teacher identity, including the influence of personal biography,
culture, working conditions, and the broader educational context.
The methodology section describes a study conducted in Ontario, Canada, involving 20 English
language teachers. The study includes both quantitative and qualitative analysis. The quantitative
analysis explores factors influencing teachers' decisions to enter the profession, timing of that
decision, and influences on their teaching. The qualitative analysis provides personal narratives
from teachers, emphasizing moments of pride related to student achievement.
The findings indicate that a significant portion of teachers chose the profession willingly, with
positive reasons such as personal interest and inspiration from others. The study emphasizes the
importance of student achievement and institutional evaluation as key concerns for teachers.
Additionally, it notes the evolving roles of teachers, moving away from traditional roles to become
role models, service providers, and neutral agents.
The conclusion calls for self-assessment and self-improvement among English language teachers,
stressing the continuous need for professional development. It highlights the crucial role of
language teachers in empowering students, reflecting on ideological forces, and fostering moral
agency in society. The text underscores the broader impact of language teachers beyond teaching
language as a neutral means of communication.
Este texto analiza la identidad y los roles de los profesores de inglés, centrándose en su
autoimagen dentro del contexto de la enseñanza del inglés como segunda lengua. La introducción
enfatiza la naturaleza socialmente construida de la identidad docente y explora los factores que
influyen en esta identidad, como la motivación personal, la elección de carrera, la satisfacción en
la profesión y la naturaleza compleja y dinámica de la construcción de la identidad.
La revisión de la literatura destaca la importancia global de las habilidades del idioma inglés en la
era actual y el creciente sector corporativo asociado con la enseñanza del idioma inglés. También
aborda los desafíos y complejidades de la identidad docente, incluida la influencia de la biografía
personal, la cultura, las condiciones laborales y el contexto educativo más amplio.