ピナー リチャード

<jats:title>Abstract</jats:title><jats:p>This article describes the professional identity formation of a group of pre‐service English as a foreign language student‐teachers at an initial English language teacher education program in Argentina. To this effect, a four‐year longitudinal study was designed drawing on the concept of funds of identity. Participants’ drawing of significant circles and interviews were used to document the main components of their funds of professional identity and the factors which informed their construction. In this paper, we specifically describe three student‐teachers’ funds of professional identity to exemplify three trends identified across the participants: (1) knowledge as a constant fund, (2) a shift from past to present and future funds, and (3) a shift from external to internal funds. Drawing on Esteban‐Guitart’s (2014) typology of funds of identity, this study puts forward a typology of funds of professional identity which incorporates three new funds, valuative, disciplinary, and anticipatory, to understand student‐teachers’ trajectories in language teacher education.</jats:p>

<jats:p>Humanizing complexity research is already strongly advocated by much of the literature on complexity (Kramsch, 2011; Larsen‐Freeman, 2011; Sampson, 2016) and yet there is a recent trend towards a potentially alienating approach, which could confound readers, utilising a dense vocabulary and overly technical methods. We advocate a more practical approach to complexity thinking, which continues on from McKinley’s (2019) paper on the teaching‐research nexus by advocating more practitioner‐based research which can provide emic and contextually situated insights into the language classroom.</jats:p>

This is actually the second time I have read this book, as it came out in 2017 when I was just finishing my PhD which used Exploratory Practice (EP) as one of the main pedagogical methodologies for...

AbstractThis inquiry had two primary aims; firstly to evaluate the feasibility of using autoethnography to gain an informed and more descriptive view of past teaching experiences and secondly to understand more about the experience of a teacher’s professional development in order to become a more reflective practitioner. This paper presents a narrative examining my experience of one of the high-points of my professional career as a language teacher. Through this inquiry I came to realise that I had begun a process of ‘mythologising’ this particular class, specifically by inadvertently foregrounding the final video project produced by one group of learners at the expense of a more holistic reflection. Autoethnography was employed as a means of re-examining the experience more methodically, thus benefiting my current practice whilst also exploring the usefulness of the research method. The findings highlight both the advantages and potential problems of narrative methods of inquiry and self-reflection.

第1部: 論文編

<jats:title>Abstract</jats:title><jats:p>Native-speakerism and authenticity are two subjects that have been written on extensively in the field of English language teaching, but the links between the two have yet to be explored in any great depth. This paper extensively reviews the literature on native-speakerism and authenticity and outlines where the connections between these two concepts, both practical and theoretical, may lie. Native-speakerism and authenticity are first briefly introduced and contextualised separately, and a theoretical framework is then presented to explain the connections between them based on the key foundational topics of authority, culturism, and cultural capital. Following this, the paper moves on to explain how these connections manifest in the ELT industry to influence the lives of ‘non-native speaker’ teachers in terms of student perceptions, self-perceptions, and professional discrimination, and how these are both influential on, and propagated by, the sales rhetoric of the ELT industry. Finally some suggestions are given for possible avenues of future research.</jats:p>

This paper examines the various and problematic definitions of the term ‘authenticity’ with regards to CLIL and mainstream language pedagogy. Using questionnaires, teaching journals and in-class group interviews with students from a variety of different CLIL courses, this paper outlines a small-scale study conducted in Japan to examine CLIL students’ own perceptions of authenticity within language teaching and the relationship between content and authenticity. It also examines the students’ learning aims in an attempt to establish whether there was any preference in terms of content knowledge or language acquisition. Results indicated that, just as CLIL is defined as having ‘dual focused aims’ (Marsh, 2002), the students likewise held both content and language to be equally important. Content was also found to be the most important aspect in defining authenticity. Students expressed dissatisfaction with previous grammar-translation based instruction and advocated a more authentic and content-driven approach to language learning.