How a Nexus of Communities Mediates a Novice Writing Teacher: A Case of the Dialogically-Interpreted Narrative from the Sociocultural Perspective

doi:10.18627/jslg.35.2.201908.237

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2019 Vol.35, Issue 2 Preview Page Next Page

Research Article

How a Nexus of Communities Mediates a Novice Writing Teacher: A Case of the Dialogically-Interpreted Narrative from the Sociocultural Perspective: Kim, Sungwoo

31 August 2019. pp. 237-258

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Abstract

In this self-reflective narrative inquiry based on teaching journal entries and interpretive dialogues, I trace how a nexus of communities mediated my own development as a novice writing teacher when I first began teaching in another languaculture. Combining activity systems analysis and autoethnographic narrative analysis allowed me to better understand the roles and influences of the community in gradually transforming me from a deficient nonnative teacher to a crosscultural meaning-maker with multimodal affordances. Specifically, three types of interrelated communities were mediating my development, namely the co-working, the co-walking, and the co-orienting community. This inquiry revealed two significant lessons. First, my development as a multilingual writing teacher was a process of reconceptualizing the scope of communities that mediate me. Second, the support of these communities materialized when it met my multimodal, multilingual, and conceptual repertoire.

Keywords

reflective practice

writing teacher development

narrative inquiry

activity theory

interpretive dialogue

References

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Aneja, G. A. 2016. (Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education. TESOL Quarterly 50.3, 572-596. 10.1002/tesq.315
Bakhtin, M. M. 1986. Speech Genres and Other Late Essays. Austin, TX: University of Texas Press.
Barkhuizen, G. 2016. Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education. RELC Journal 47.1, 25-42. 10.1177/0033688216631222
Barrett, M. S. and S. L. Stauffer (eds.). 2009. Narrative Inquiry in Music Education: Troubling Certainty. New York: Springer. 10.1007/978-1-4020-9862-8
Canagarajah, A. S. 2013. Interrogating the “Native Speaker Fallacy”: Non-linguistic Roots, Non-pedagogical Results. In G. Braine (ed.), Non-native Educators in English Language Teaching. Mahwah, NJ: Lawrence Erlbaum Associates, 77-92.
Clandinin, D. J. and F. M. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. CA: John Wiley & Sons.
Clandinin, D. J. and J. Rosiek. 2006. Mapping a Landscape of Narrative Inquiry: Borderland Spaces and Tensions. In D. Jean Clandinin (ed.), Handbook of Narrative Inquiry. Mapping a Methodology. Thousand Oaks, CA: Sage Publications, 35-76. 10.4135/9781452226552.n2
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Edwards, A. and L. Protheroe. 2004. Teaching by Proxy: Understanding How Mentors are Positioned in Partnerships. Oxford Review of Education 30.2, 183-197. 10.1080/0305498042000215511
Engeström, Y. 2014. Learning by Expanding. New York: Cambridge University Press. 10.1017/CBO9781139814744
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Moussu, L. and E. Llurda. 2008. Non-native English-speaking English Language Teachers: History and Research. Language Teaching 41.3, 315-348. 10.1017/S0261444808005028
Norton, B. and C. Tang. 1997. The Identity of the Nonnative ESL Teacher on the Power and Status of Nonnative ESL Teachers. TESOL Quarterly 31.3, 577-580. 10.2307/3587840
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Schön, D. A. 1983. The Reflective Practitioner. London: Maurice Temple Smith Ltd.
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Song, J. 2016. Emotions and Language Teacher Identity: Conflicts, Vulnerability, And Transformation. TESOL Quarterly 50.3, 631-654. 10.1002/tesq.312
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Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 35
No :2
Pages :237-258
DOI :https://doi.org/10.18627/jslg.35.2.201908.237

[1] Abdullah, Z. 2014. Activity Theory as Analytical Tool: A Case Study of Developing Student Teachers’ Creativity in Design. Procedia-Social and Behavioral Sciences 131, 70-84. 10.1016/j.sbspro.2014.04.082

[2] Aneja, G. A. 2016. (Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education. TESOL Quarterly 50.3, 572-596. 10.1002/tesq.315

[3] Bakhtin, M. M. 1986. Speech Genres and Other Late Essays. Austin, TX: University of Texas Press.

[4] Barkhuizen, G. 2016. Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education. RELC Journal 47.1, 25-42. 10.1177/0033688216631222

[5] Barrett, M. S. and S. L. Stauffer (eds.). 2009. Narrative Inquiry in Music Education: Troubling Certainty. New York: Springer. 10.1007/978-1-4020-9862-8

[6] Canagarajah, A. S. 2013. Interrogating the “Native Speaker Fallacy”: Non-linguistic Roots, Non-pedagogical Results. In G. Braine (ed.), Non-native Educators in English Language Teaching. Mahwah, NJ: Lawrence Erlbaum Associates, 77-92.

[7] Clandinin, D. J. and F. M. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. CA: John Wiley & Sons.

[8] Clandinin, D. J. and J. Rosiek. 2006. Mapping a Landscape of Narrative Inquiry: Borderland Spaces and Tensions. In D. Jean Clandinin (ed.), Handbook of Narrative Inquiry. Mapping a Methodology. Thousand Oaks, CA: Sage Publications, 35-76. 10.4135/9781452226552.n2

[9] Connelly, M. F. and D. Jean Clandinin. 1990. Stories of Experience and Narrative Inquiry. Educational Researcher 19.5, 2-14. 10.3102/0013189X019005002

[10] Cook, V. J. 1992. Evidence for Multi-competence. Language Learning 42.4, 557-591. 10.1111/j.1467-1770.1992.tb01044.x

[11] Cross, R. and M. Gearon. 2007. The Confluence of Doing, Thinking, and Knowing: Classroom Practices as the Crucible of Foreign Language Teacher Identity. In A. Berry, A. Clemans, and A. Kostogriz (eds.), Dimensions of Professional Development: Professionalism, Practice and Identity. Rotterdam: Sense Publishers, 53-67.

[12] Edwards, A. and L. Protheroe. 2004. Teaching by Proxy: Understanding How Mentors are Positioned in Partnerships. Oxford Review of Education 30.2, 183-197. 10.1080/0305498042000215511

[13] Engeström, Y. 2014. Learning by Expanding. New York: Cambridge University Press. 10.1017/CBO9781139814744

[14] Golombek, P. and M. Doran. 2014. Unifying Cognition, Emotion, and Activity in Language Teacher Professional Development. Teaching and Teacher Education 39, 102-111. 10.1016/j.tate.2014.01.002

[15] Grossman, P. L., P. Smagorinsky, and S. Valencia. 1999. Appropriating Tools for Teaching English: A Theoretical Framework for Research on Learning to Teach. American Journal of Education 108.1, 1-29. 10.1086/444230

[16] Hayler, M. 2011. A Story Full of Stories. In M. Hayler (ed.), Autoethnography, Self-Narrative and Teacher Education. Studies in Professional Life and Work, vol 5. Roterdam: Sense Publishers, 63-96. 10.1007/978-94-6091-672-4_5

[17] Ilieva, R. 2010. Non-native English-speaking Teachers’ Negotiations of Program Discourses in Their Construction of Professional Identities within a TESOL Program. Canadian Modern Language Review 66.3, 343-369. 10.3138/cmlr.66.3.343

[18] Johnson, K. E. 2009. Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge. 10.4324/9780203878033

[19] Johnson, K. E. and P. R. Golombek. 2011. The Transformative Power of Narrative in Second Language Teacher Education. TESOL Quarterly 45.3, 486-509. 10.5054/tq.2011.256797

[20] Johnson, K. E. and P. R. Golombek. 2002. Teachers’ Narrative Inquiry as Professional Development. New York: Cambridge University Press.

[21] Johnson, K. E. and P. R. Golombek. 2013. A Tale of Two Mediations: Tracing the Dialectics of Cognition, Emotion, and Activity in Novice Teachers’ Practicum Blogs. In G. Barkhuizen (ed.), Narrative Research in Applied Linguistics. Cambridge: Cambridge University Press, 85-104.

[22] Kim, E-J. 2008. In the Midst of ELT Reform: An Activity Theory Analysis of Teachers’ and Students’ Experiences in South Korea. PhD Dissertation, The Pennsylvania State University.

[23] Lantolf, J. P. and S. L. Thorne. 2006. Sociocultural Theory and the Genesis of Second Language Development. New York: Oxford University Press.

[24] Lyons, N. and V. K. LaBoskey (eds.). 2002. Narrative Inquiry in Practice: Advancing the Knowledge of Teaching. Vol. 22. New York: Teachers College Press.

[25] Minnis, M. and V. P. John-Steiner. 2001. Are We Ready for a Single, Integrated Theory? Human Development 44.5, 296-310. 10.1159/000057069

[26] MLA (Modern Language Association) Ad Hoc Committee on Foreign Languages. 2007. Foreign Languages and Higher Education: New Structures for a Changed World. Modern Language Association. Retrieved from http://www. mla.org/flreport (accessed May 1, 2019). 10.1632/prof.2007.2007.1.234

[27] Moussu, L. and E. Llurda. 2008. Non-native English-speaking English Language Teachers: History and Research. Language Teaching 41.3, 315-348. 10.1017/S0261444808005028

[28] Norton, B. and C. Tang. 1997. The Identity of the Nonnative ESL Teacher on the Power and Status of Nonnative ESL Teachers. TESOL Quarterly 31.3, 577-580. 10.2307/3587840

[29] Park, G. 2012. “I Am Never Afraid of Being Recognized as an NNES”: One Teacher’s Journey in Claiming and Embracing Her Nonnative‐Speaker Identity. TESOL Quarterly 46.1, 127-151. 10.1002/tesq.4

[30] Pavlenko, A. 2003. “I Never Knew I Was a Bilingual”: Reimagining Teacher Identities in TESOL. Journal of Language, Identity, and Education 2.4, 251-268. 10.1207/S15327701JLIE0204_2

[31] Phillion, J, M. F. He, and F. M. Connelly (eds.). 2005. Narrative and Experience in Multicultural Education. Thousand Oaks, CA: Sage Publications.

[32] Rose, H. and A. Montakantiwong, A. 2018. A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as An International Language. RELC Journal 49.1, 88-101. 10.1177/0033688217746206

[33] Roth, W-M. and K. Tobin. 2002. Redesigning an “Urban” Teacher Education Program: An Activity Theory Perspective. Mind, Culture, and Activity 9.2, 108-131. 10.1207/S15327884MCA0902_03

[34] Schön, D. A. (ed.). 1991. The Reflective Turn: Case Studies in and on Educational Practice. New York: Teachers College Press.

[35] Schön, D. A. 1983. The Reflective Practitioner. London: Maurice Temple Smith Ltd.

[36] Schutz, P. A. and M. Zembylas (eds.). 2009. Advances in Teacher Emotion Research: The Impact on Teachers’ Lives. New York: Springer. 10.1007/978-1-4419-0564-2

[37] Song, J. 2016. Emotions and Language Teacher Identity: Conflicts, Vulnerability, And Transformation. TESOL Quarterly 50.3, 631-654. 10.1002/tesq.312

[38] The New London Group. 1996. A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review 66.1, 60-93. 10.17763/haer.66.1.17370n67v22j160u

[39] Vygotsky, L. S. 1978. Mind in Society. Cambridge, MA: Harvard University Press.

[40] Yamagata-Lynch, L. C. 2010. Activity Systems Analysis Methods: Understanding Complex Learning Environments. New York: Springer.

The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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