From EFL to ESL context: the impact of sociocultural environment on teachers’ professional identity development
Teachers, like other professionals, are sometimes bound to change places of living, particularly when such a change takes the teachers to an entirely different country with a distinctive culture. This paper aims to trace three Saudi EFL (English as a Foreign Language) teachers who moved from Riy...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/16538/1/39866-145051-1-PB.pdf http://journalarticle.ukm.my/16538/ https://ejournals.ukm.my/3l/issue/view/1364 |
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| Institution: | Universiti Kebangsaan Malaysia |
| Language: | English |
| Summary: | Teachers, like other professionals, are sometimes bound to change places of living, particularly when such a
change takes the teachers to an entirely different country with a distinctive culture. This paper aims to trace three
Saudi EFL (English as a Foreign Language) teachers who moved from Riyadh (Saudi Arabia) to Kuala Lumpur
(Malaysia) to pursue their professional careers further. The main objective of the paper is to examine how the
sociocultural context influences the professional identity formation of EFL teachers. The data of the study were
collected through classroom observations and in-depth interviews that were then analyzed thematically. Findings
of the study led to the emergence of four distinctive themes that include language-related identity, context-related
identity, practiced and responsive teaching skills, and membership in Communities of Practice. Findings
underscore the dynamic nature of language teacher identities as participants find themselves in different English
language teaching contexts. Additionally, the findings highlight the important role of professional settings in
supporting teachers’ professional identity development. |
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