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Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity

Giovanelli, Marcello

Authors

Marcello Giovanelli Marcello.Giovanelli@nottingham.ac.uk



Abstract

English language is a fast-growing and popular subject at A level, but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers who discuss the strategies they used when taking on the responsibility of A-level English language teaching for the first time. It highlights the shifting sense of identity that these teachers felt they went through, and as such, explores some emerging issues related to identity from a narrative/personal history perspective. The study reveals that despite feelings of anxiety and low self-confidence, teachers felt that the experience had been a positive one in terms of their own developing identity as an English teacher and had impacted on other aspects of their teaching. The paper raises questions about the value of language-based work for English teachers and has implications for UK initial and continuing teacher education in English.

Journal Article Type Article
Publication Date Apr 15, 2015
Journal Language and Education
Print ISSN 0950-0782
Electronic ISSN 1747-7581
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 29
Issue 5
APA6 Citation Giovanelli, M. (2015). Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity. Language and Education, 29(5), doi:10.1080/09500782.2015.1031677
DOI https://doi.org/10.1080/09500782.2015.1031677
Keywords linguistics, A-level English language, subject knowledge, teacher identity, teacher education
Publisher URL http://www.tandfonline.com/doi/full/10.1080/09500782.2015.1031677
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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