Language Teacher Identities in the Southern United States: Transforming Rural Schools

Lyn Wright Fogle · Kelly Moser

53 citations0/0 files storedJournal of Language Identity & Education

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EFL/ESL Teaching and Learning Multilingual Education and Policy Second Language Learning and Teaching

Abstract

Foreign language (FL) and English as a Second Language (ESL) teaching present considerable challenges in the rural U.S. South. Local language ideologies, budgetary considerations, and challenges in other curricular areas (e.g., math and science) lead to marginalizing both FL and ESL in schools. This article examines the personal and professional trajectories of in-service language teachers in K–12 settings in the state of Mississippi to better understand how participants conceptualize their practice and their roles in schools. By analyzing the interview discourse of nine teachers, we found that both ESL and FL teachers positioned themselves against dominant ideologies and educational policies and constructed themselves as agents of change in the classroom, school, and community at large. This study contributes to the argument for integrating FL and ESL in rural areas, where both groups need support, and provides suggestions for ESL-FL teacher collaboration in rural schools.

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References

2001Living Narrative: Creating Lives in Everyday Storytelling 1996Implementing Service Learning in Higher Education 2005Theorizing Language Teacher Identity: Three Perspectives and Beyond 2008Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models 2014Teaching Foreign Languages in an Era of Globalization: Introduction 2010Negotiating Language Policies in Schools 2007Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher 2003"I Never Knew I Was a Bilingual": Reimagining Teacher Identities in TESOL

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