ANNOTATED BIBLIOGRAPHY

RESEARCH PROJECT
(IG734)
Submitted to fulfil individual assignment of Research Project

Lecturer:
Dr. Fazri Nur Yusuf, M.Pd.

Compiled by:

VINA FAUZIAH F.
2A/1906592

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SCHOOL OF

POSTGRADUATE STUDIES
UNIVERSITAS PENDIDIKAN INDONESIA
2020
Barkhuzein (2016). Narrative Approaches to Exploring Language, Identity and Power in
Language Teacher Education. RELC Journal, 1-18

This article presents a theoretical overview of the concept of teacher identity,

particularly focusing on poststructuralist conceptions of what identity means, and shows how
these ideas can be associated with ideas about narrative and narrative inquiry. The article
describes a poststructuralists view of identity as fluid, constructed and negotiated in different
contexts, and thus multiple. Three words represent this perspective: sometimes, which refers
to the temporal, changeable character of identity, situation, which refers to the context in
which identities are negotiated and constructed, and the word negotiate itself. It is argued that
it is important for teachers, through reflective practice or teacher research, to become aware
of and understand their professional identities because doing so has implications for their
practice. Two ways of analysing teacher stories are illustrated: the first, a content or thematic
analysis of a written teacher journal entry, and the second, a short story analysis of an extract
of an interview. These methods are presented as examples of the type of narrative analysis
teachers can do to become more aware of who they are in their professional lives.

Barkhuizen (2017). Investigating multilingual identity in study abroad contexts: A short story
analysis approach. 1-11

This article examines the construct of second language identity and its susceptibility
to change during study abroad experiences. Stories reveals how central stories are to our
remembering and making sense of our experiences in the world. When we tell stories (in
whatever semiotic form), we also reflect on what has happened or possibly will happen in our
lives, and in the process, make meaning not only of those specific events but also other lived
and not-yet lived events in our social-local worlds e worlds that are embedded within
broader, macro-level ideological structures. Furthermore, it resonates in general terms, with
the aims and expectations of studying abroad. The researcher draws on findings from a
largescale narrative-based study of Hong Kong students participating in study abroad
programmes of varying lengths. In the study three dimensions of second language identity
were found: (a) identity-related aspects of second language proficiency, (b) linguistic
selfconcept, and (c) second language-mediated aspects of personal development. This article
explores these dimensions further in the life of one of the study abroad students over time.
Interviews were conducted before and after his first year of study as an undergraduate student
at a university in New Zealand, and then nearly five years later after his return to Hong Kong.
The article demonstrates a short story approach to analysing the narrative interview data. Two
short stories from the interviews, representing the 3 s language identity dimensions in study
abroad contexts, are analysed for both their content and the varying scales of context in which
the short stories were constructed and interpreted.

Delaney (2015). Dissonance for understanding: Exploring a new theoretical lens for
understanding teacher identity formation in borderlands of practice. Contemporary
Issues in Early Childhood, 16(4) 374–
389
Borderlands of teacher practice—whether caused by competing constructs, differing
approaches to the curriculum, or other reasons—exist throughout the field of education.
Borderlands of practice are spaces where teachers are engaged in negotiating multiple
conceptions of “best practices” within their daily teaching practice. Teachers at work in
borderlands must actively negotiate varied conceptions, expectations, and assumptions about
what is “best” for their students. These conceptions often challenge teacher professional
knowledge and can result in a sense of dissonance about how to best meet the needs of
students. Using a case study of one veteran teacher’s sense-making processes in her first year
of teaching pre-Kindergarten, this article explores how a theoretical lens of dissonance might
help researchers and teacher educators to better understand and support teacher identity
formation in borderlands of practice. Begin with an examination of how dissonance has been
theorized across other fields. The author then present his own dissonance theory, which is
conceptualized in relation to teacher sense-making and identity formation in borderlands of
practice. Next, the writer presents a case study of one teacher—Wanda—to provide an
example of dissonance in action. Using a lens of dissonance to understand and support
teachers’ sense-making in borderlands of practice can sustain and reinforce strong teacher
identities. As teachers continue to be the streetlevel decision-makers in borderlands of
practice (Goldstein, 2008)—extracting, negotiating, andmaking sense of what is “best” for
children from many varying expectations, actors, and policies—teacher educators have to
look for opportunities to identify dissonance and support teacher identity and agency.
Edwards & R.J. Edwards (2016): A story of culture and teaching: the complexity of teacher
identity formation.

Research in teacher education repeatedly suggests that the background and underlying
beliefs held by pre-service teachers about teaching and assessment act to shape their
interpretations of ideas, powerfully influencing their praxis and their developing teacher
identity. This paper explores how a young New Zealand secondary science teacher, raised
and educated in Maori-medium and then English-medium New Zealand schools, develops his
identity as a teacher as he navigates a range of educational contexts and experiences. His
views on assessment provide a focus. The paper presents a case study drawn from a two-year
longitudinal study, comprising a series of interviews with the teacher, as he transitioned from
a university graduate to a qualified science teacher working in his first school. A
sociocultural theoretical lens provided useful insight into Wiremu’s development because it
focused attention on understanding the impact of interaction and experience in a particular
social and cultural context. It also exemplified the usefulness of considering a specific aspect
of teacher identity, in this case assessment beliefs and practice, while maintaining a holistic
view of teacher identity. The complexity of teacher identity development is highlighted,
particularly for teachers for whom cultural identity and indigenous world view is important. It
suggests that beginning teachers need more time in their preservice teacher education to
reflect on the influence their formative educational experiences have on who they are
becoming as a teacher.

Gu & Benson (2014). The formation of English teacher identities: A crosscultural

investigation. 1-20

Drawing on insights from Communities of Practice and critical discourse theory, this
study investigates how teacher identities are discursively constructed in course of teacher
education and under the influence of social structure. The participants were seven Hong Kong
and nine mainland Chinese pre-service teachers. Two focus group interviews and in-depth
individual interviews with each of the participants authorre employed. The first round of
individual interviews focused on students’ identity development, while the second confirmed
and clarified preliminary findings; each individual interview lasted approximately 60 minute.
The data analysis was a gradually evolving process in which the dataset, theoretical
framework, coded categories and research questions authorre repeatedly evaluated,
reevaluated and reformulated.. The study revealed that the identity formation of these
participants is enacted individually, mediated by the immediate contextual factors, shaped by
their socio-economic backgrounds and constructed with reference to social discourses on
teachers and teaching profession. The findings suggest that there are both similarities and
contrasts in the processes of teacher identity formation of Hong Kong and Guangdong pre-
service teachers. Engagements with learning-to-teach communities and TP have shaped their
understanding of English teaching and perceptions of what constitutes legitimacy in teaching.
The more practical curriculum design of the Hong Kong program plays a more facilitative
role in the establishment of teacher identities than does the more theory-driven curriculum of
the Guangdong program This article discusses the sociocultural factors behind the differences
and generates implications for present teacher education practice and future research.

Harrell-Levy & Jennifer L. Kerpelman (2010) Identity Process and Transformative

Pedagogy: Teachers as Agents of Identity Formation, Identity: An International
Journal of Theory and Research, 10:2, 76-91.

Adolescent identity development is the role of teachers as identity agents. Teachers

can be purposeful co-constructors of adolescents’ identities when they use a transformative
pedagogical approach that involves fostering collaborative learning and empoauthorring
students to think creatively and critically. In an effort to link identity processes with
transformative pedagogy, this article begins with a review of theory that approaches identity
from a microprocess perspective, emphasizing the role of daily interactions in identity
development. It then provides a detailed account of how transformative pedagogy fosters
empoawerment of adolescents as they move forward in their identity work. Exploring the role
of teachers as agents of identity development warrants attention in the identity literature.
Teachers who assume a transformative approach in their work are in a powerful position to
foster healthy and positive identity development in adolescents. Adding to previous literature
that has examined a transformative approach in identity work with at-risk youth, this article
suggests ways to examine the influence of transformative teaching on identity processes. It
concludes with suggestions for how the transformative approach would benefit more
adolescents if it became a more common practice in the typical classroom. Future research
should document the means by which transformative teaching affects identity processes in the
classroom. Expanding the practice of transformative approaches to a broader array of
academic settings would offer a greater number of adolescents the opportunity to explore
who they are and help them reach more of their potential.

Hong. (2010). Pre-service and beginning teachers’ professional identity and its relation to
dropping out of the profession, 26 (1), 1530-1543

Having such a high attrition rate places a considerable burden on schools and
students, and impacts school effectiveness overall. It disrupts program continuity and
planning, and also brings significant financial costs to school districts in recruiting and
managing teachers. This study aimed to explore different perceptions of pre-service and
beginning teachers’ professional identity in relation to their decisions to leave the profession.
Teachers’ professional identity was further broken down into six factors: value, efficacy,
commitment, emotions, knowledge and beliefs, and micropolitics. This study employed
mixed-methods which included 84 participant surveys, and 27 interviews from four groups of
participants at different stages of teaching. The data authorre analyzed quantitatively using
statistics and qualitatively through inductive analysis and constant comparison method. The
findings of this study shoauthord that pre-service teachers tended to have naïve and idealistic
perceptions of teaching, and dropout teachers showed most emotional burnout. Pre-service
teachers presumably begin to shape their professional identity during their teacher education
program, which includes key psychological factors such as value, commitment, efficacy,
emotion, knowledge and beliefs, and micropolitics. This professional identity is continuously
being shaped through their concrete classroom and school experiences, as they move into the
teaching profession. However, for the teachers who dropped out due to classroom
management and discipline issues, emotional burnout seems to play a key role in the
development of their professional identity and school lives. The findings from this study align
with existing research but add to the literature in this area by providing detailed descriptive
accounts of the teachers at various stages along the teaching continuum.
Norton & Toohey. (2011). Identity, language learning, and social change. 44(4). 412 – 446

In this review article on identity, language learning, and social change, the authors
argued that contemporary poststructuralist theories of language, identity, and offer new
perspectives on language learning and teaching, and have been of considerable interest in our
field. Author first review poststructuralist theories of language, subjectivity, and positioning
and explain sociocultural theories of language learning. Authors then discuss constructs of
investment and imagined communities/imagined identities (norton peirce 1995; norton 1997,
2000, 2001), showing how these have been used by diverse identity researchers. Illustrative
examples of studies that investigate how identity categories like race, gender, and sexuality
interact with language learning are discussed. Common qualitative research methods used
instudies of identity and language learning are presented, and author review the research on
identity and language teaching in different regions of the world. The author examine how
digital technologies may be affecting language learners’ identities, and how learner resistance
impacts language learning. Recent critiques of research on identity and language learning are
explored, and author consider directions for research in an era of increasing globalization.
Author anticipate that the identities and investments of language learners, as well as their
teachers, will continue to generate exciting and innovative research in the future.

Pennington (2016) Teacher Identity in Language Teaching: Integrating Personal,

Contextual, and Professional. 1–19.

This article reviews notions of identity and teacher identity, how these relate to the
specific characteristics of language teaching, and how teacher identity can evolve or be
developed through experience and teacher education. In teaching, identity emerges as a
dynamic construct that is shaped by the context in which the teacher works (e.g. a teacher of
young learners or a teacher of adults) and that may have different features at different times.
When novices enter the field of language teaching they become engaged in many different
dimensions of learning, from those related to mastery of the subject matter of language
teaching to those involved in managing learning in the classroom, as well as issues involved
in developing an understanding of themselves as teachers. In this process, identity represents
a core component of teacher learning. The notion of teacher identity highlights the individual
characteristics of the teacher and how these are integrated with the possibilities and potentials
provided in the institutional identity of teacher and the content and methods of a specific
field, as these are realized in specific contexts of teaching. The elements of a teacher identity
in language teaching are derived from a review of literature on identity and described in
terms of the foundational and advanced competences required for language teaching, as
illustrated by excerpts from teacher narratives. The notion of teacher identity is explored,
focusing on the competences required for language teaching and how language teachers
integrate their own characteristics and experience into their developing professional
knowledge and identity. The discussion concludes with recommendations for teacher
education and professional development with a focus on identity

Trent. (2012). The internationalization of tertiary education in Asia: Language, identity and
conflict, 11 (1), 50-69.

This article reports on a qualitative study that examined the identity construction
experiences of six international English-language teaching assistants (IELTAs) in a large
English medium of instruction university in Hong Kong. The study explored the contribution
of the IELTAs to the internationalization goals of the university using a framework of teacher
identity construction. The participants of this study were six IELTAs, four female and two
male. Semi-structured interviews, which authorre audio-recorded and transcribed, authorre
conducted with all six participants in three stages. An initial interview was conducted shortly
after the participant’s arrival in Hong Kong and before they began their teaching duties. A
second set of interviews was carried out approximately six months after participants began
their teaching duties in Hong Kong. A final round of interviews was conducted approxi-
mately one month before the IELTAs authorre due to conclude their contracts and depart
from Hong Kong. The data analysis tool was crtiacal discourse analysis. The study illustrates
that the IELTAs faced significant challenges in constructing their identities as teachers, and
that identity conflicts that arose with students at the host university could threaten the
IELTAs’ contributions to the internationalization goals of the university. The article draws
upon aspects of critical discourse analysis to explore the reactions of the IELTAs to these
conflicts and reveals how, through the exercise of agency and the emergence of an evolving
community of practice, the IELTAs constructed their preferred teacher identities.
Implications for the design of IELTA programs in analogous educational settings and future
research are also considered.