Measuring language teacher resilience: Scale development and validation
International Journal of Applied Linguistics,
Год журнала:
2024,
Номер
34(4), С. 1283 - 1299
Опубликована: Май 29, 2024
Abstract
While
teacher
resilience,
as
a
multidimensional
construct,
has
been
increasingly
focused
in
recent
years,
there
is
still
dearth
of
exploration
into
the
inner
structure
resilience
with
highlight
characteristics
language
teachers.
To
fill
this
gap,
current
study
developed
scale
and
assessed
it
among
3992
Chinese
high
school
English
foreign
(EFL)
The
exploratory
confirmatory
factor
analyses
confirmed
acceptable
fit
22‐item
EFL
yielded
four‐factorial
involving
professional,
emotional,
social,
cultural
dimensions.
Cultural
dimension
newly
mirrors
specific
features
resilience.
Based
on
findings,
implications
are
provided
for
future
research
Язык: Английский
Examining the resilience of two early career world language teachers: a two-year case study
Language Culture and Curriculum,
Год журнала:
2024,
Номер
unknown, С. 1 - 18
Опубликована: Июнь 18, 2024
Language
teachers'
resilience,
or
their
socially-mediated
capacity
to
adapt
adverse
conditions
and
thrive,
has
garnered
attention
amidst
evolving
challenges
language
education
bilingual
teachers
in
diverse
spaces.
Taking
an
ecological-collective
perspective
towards
teacher
this
qualitative
case
study
examined
the
experiences
of
two
early
career
Spanish
world
United
States,
paying
particular
personal
contextual
resources
they
leveraged
for
resilience
during
after
transition
into
teaching.
Through
a
series
semi-structured
interviews,
three
themes
were
identified
representing
varied
purposes
which
mobilised
at
different
times:
planning
advance
job
search,
maintaining
initial
struggles,
reestablishing
resilience.
Findings
show
that
types
used
by
shifted
over
time
based
on
need,
most
salient
included
knowledge
teaching
context,
agency
persistence,
support
autonomy
from
school
administrators,
connections
with
networks
other
teachers.
Implications
programmes,
future
research
are
discussed.
Язык: Английский
Exploring L2 graduate writers’ identity construction in research writing practices: a symbolic interactionism perspective
Language and Semiotic Studies,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 9, 2024
Abstract
Research
on
identity
construction
among
second
language
(L2)
writers
has
revealed
the
dynamic
interactions
between
L2
and
linguistic,
textual,
social
resources.
However,
how
emerging
scholarly
construct
their
identities
during
initial
attempts
at
English
research
writing
remains
underexplored.
To
address
this
gap,
study
investigated
two
graduate
constructed
microprocess
of
thesis
proposals,
using
a
symbolic
interactionism
perspective.
Drawing
multiple
data
sources,
found
that,
through
engagement
with
textual
practices,
participants
explored
interpreted
roles
as
writers,
researchers,
students.
By
interacting
peers,
instructors,
advisors
within
communities
practice,
they
each
developed
unique
passive
or
agentive
role-taking
even
active
role-making.
The
findings
underscore
dynamic,
interactive
process
by
which
negotiated
in
microprocesses
writing.
also
highlights
potential
framework
for
revealing
meanings
underlying
individuals
practices.
Язык: Английский