The teaching never stops: Reflections on teacher roles, transportable identities and

social networksEFL Teacher Journeys Conference

Room 1210:25 – 11:10Richard Pinner

To be(friend) or not to be(friend)

Identities in Talk

Situated Discourse Transportable

Farrell (2011) Teacher Role Identities

Farrell, T. S. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54-62.

Farrell’s Teacher Role Identities

Teacher as Manager• Attempt to control everything that happens in

classroom

Teacher as ‘Acculturator’• Helps students get accustomed to life outside class

Teacher as Professional• Teachers dedicated to their work; take it seriously

Serendipity / Currency

Professional Development / Community of Practice

Communication / Authenticity

Learning / Modelling / Cryptomnesia

Teacher as a Person

Glatthorn, A. A. (1975). Teacher as person: The search for the authentic. English Journal, 37-39.

Oversharing

Agger, B. (2012). Oversharing: Presentations of self in the internet age. New York: Routledge.

Reflection

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Summary

• You can download the slides and additional resources atwww.uniliterate.com• Please email me!

rpinner@sophia.ac.jp

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Thanks for your attention!

Agger, B. (2012). Oversharing: Presentations of self in the internet age. New York: Routledge.Farrell, T. S. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54-62.Glatthorn, A. A. (1975). Teacher as person: The search for the authentic. English Journal, 37-39. Goffman, E. (1959). The presentation of self in everyday life. New York: Anchor (Random House).Pinner, R. S. (forthcoming). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters.Richards, K. (2006). ‘Being the teacher’: Identity and classroom conversation. Applied Linguistics, 27(1), 51-77. Sacks, O. (2013). Speak, Memory. The New York Review of Books, February 21.Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao & T. E. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11 - 25). Bristol: Multilingual Matters.Zimmerman, D. H. (1998). Identity, context and interaction. In C. Antaki & S. Widdicombe (Eds.), Identities in Talk (pp. 87–106). London: Sage.