Speaker
Abstract section 2: Contribution/research questions
This study investigates the following research questions:
1. How do pre-service EFL teachers position themselves professionally before, during, and after participation in an STSA program?
2. How do participants negotiate their investment in English and their sense of legitimacy as future teachers during the program?
3. What experiences appear to influence the development
Abstract section 5: References
Darvin, R. & Norton, B. (2015). Identity and a model of investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, 36-56. http://doi.org/10.1017/S0267190514000191
Iskhakova, M., & Bradly, A. (2021). Short-Term Study Abroad Research: A Systematic Review 2000-2019. Journal of Management Education, 46(2), 383–427. https://doi.org/10.1177/10525629211015706
Abstract section 1: Relevance
Short-term study abroad (STSA) programs have become a prominent component of internationalization initiatives in higher education, including teacher education programs. While existing research has largely focused on linguistic gains and intercultural outcomes, relatively little attention has been paid to how STSA programs influence the professional identity of future language teachers. Recent academic literature emphasizes the importance of examining identity as a dynamic and socially situated process in language learning (Darvin & Norton, 2015). However, systematic reviews of STSA research reveal a paucity of identity-focused academic investigation (Iskhakova & Bradly, 2021).
Abstract section 3: Content/method
This presentation reports findings from the early phase of a larger longitudinal qualitative study examining identity development among Japanese pre-service English teachers participating in a hybrid STSA program. Five undergraduate participants were followed through pre-departure semi-structured interviews, weekly audio reflective journals recorded during the program, and semi-structured post-program interviews. The analysis is guided by Darvin and Norton’s (2015) model of investment, examining how identity, ideology, and capital are reflected in participants’ narratives.
Abstract section 4: Outcomes/results
Preliminary analysis suggests that STSA may function as an important site for identity negotiation. Participants frequently reflect on communicative experiences, teaching techniques, and classroom practices encountered during the program. These reflections involve reinterpreting experience through the lens of future teachers rather than solely as language learners. Participants also describe moments that appear to influence their sense of legitimacy as future English teachers and their imagined participation in English teaching communities. These preliminary findings suggest STSA programs may contribute to developing stages of professional identity development by providing opportunities for participants to reinterpret their experiences in relation to future teaching practice.
| Title | Negotiating Legitimacy Abroad: Identity Development of Japan |
|---|---|
| Teaching Context | College and university education |