Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education

By B. Morgan. 2004

392 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4980c3141c9484972f2b13f3a4f3f4eed69e128c

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Citations in the corpus

Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners (2008, background): “Another qualitative study of ESL teacher experience is Morgan (2004), in which the bulk of the article is an in-depth analysis of the literature on teacher identity, followed by a narrative of the author’s own experiences teaching in an adult ESL program in Canada.”
The formation of English teacher identities: A cross-cultural investigation (2015, background): “A growing number of studies recognize that identity formation involves a complex interplay between the individual and the social (e.g. Benson, 2012; Cross & Gearon, 2007; Gu, 2011; Morgan, 2004; Trent, 2011; Tsui, 2007; Varghese, 2006).”
CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES (2005, background): “…texts, even grammars, are conceived holistically, in the post-Cartesian sense of integrating a full range of emotive, sensorial, and experiential meanings and not just as discrete, rational systems (e.g., Kress, 2000, 2003; Kress & van Leeuwen, 1996; Lemke, 2002; Morgan 2004a, 2004b; Stein, 2004).”
Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs (2018, background): “The growing body of research on language teacher agency has shown the importance of incorporating agency into studies focusing on teacher identity development (Illieva, 2010; Kayi-Aydar, 2015; Kumaravadivelu, 2012; Morgan, 2004; RuohotieLyhty, 2013; Varghese, Morgan, Johnston, & Johnson, 2005), teac”
Identity in Second Language Teaching and Learning (2011, background): “We start to recognize the coimplicated nature of knowledge, power, and identity, in which the teacher’s own identity suddenly takes on a new significance in understanding the dynamics of the language classroom (e.g. “teacher identity as pedagogy”, Morgan, 2004).”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “Existing work on language teacher identity has tackled the field-specific link between L2 teachers’ experience and cognitions, and their socioculturally embedded practices (Morgan 2004; Tsang 2004; Varghese et al. 2005; Borg 2006; Tsui 2007).”
Signgeist: promoting bilingualism through the linguistic landscape of school signage (2015, background): “Teachers create signs that add to the language input they provide through instruction (Brown, 2012; Morgan, 2004) and administrators place signs as part of their *Email: rahdress@ucalgary.ca International Journal of Multilingualism, 2015 Vol. 12, No. 1, 128–145,…”