Perceptions About the Dominance of English as a Global Language: Impact on Foreign-Language Teachers’ Professional Identity
Year: 2016
Type: article
Abstract: Using a novel theoretical framework that incorporates teacher identity, a school as community of practice, and English as a global language from a linguistic-imperialism perspective, this qualitative interview study with foreign-language teachers in Scotland, France, and Germany (N = 13) explores connections between foreign-language-learning decline and the impact of this decline on teachers’ identity across the three countries. Findings indicate similar trends across contexts in the dominance of English over other languages (and the identities of those who teach them) and support previous research on the importance of considering subject area, and its valuing by a range of stakeholders, as fundamental to teacher identity. Directions are proposed for future research and practice that emphasise taking an interdisciplinary approach to the notion of a subject area’s decline.
Author: Angela Mary Gayton
Institution: University of Edinburgh
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Award: G6153056957
OpenAlex ID: W2489216000