This study explored the negotiation of a Chinese EFL teacher's teaching identity in light of rece... more This study explored the negotiation of a Chinese EFL teacher's teaching identity in light of recent critique of neoliberalism. Ms. Q, our focal participant, worked in a private English school that commodified English, and her main teaching responsibility was to prepare students for the IELTS test. We adopted an agency-centered approach to explore how Ms. Q's professional identity was negotiated in relation to the exercise and investment of her professional agency. In particular, Haneda and Sherman's (2016) job-crafting perspective on teacher agency was adopted to illustrate how Ms. Q was able to go beyond the prescribed teaching role assigned by the school. This move, in turn, contributed to her teacher identity development because she was able to exercise agency within the affordances and constraints of the given work context. Our data include classroom observation, interviews with Ms. Q and her students, Ms. Q's teaching materials and her posts in a Chinese social network (Wechat). Our findings revealed that Ms. Q's investment in constructing the desired teacher identity, that is, to be a good educator, supported her to transcend the prescribed space for teaching practice and make agentic decisions in the classroom that were in accordance with her teaching beliefs.
International Review of Applied Linguistics in Language Teaching , 2023
Given the significance of creating an inclusive academic environment for international students, ... more Given the significance of creating an inclusive academic environment for international students, our study examines how three newly arrived international students (a Chinese female and two Korean males) navigated the institutional and interactional norms in an academic orientation class at a U.S. university. Drawing on nexus analysis, we examine student class disengagement at the intersection of discourses in place, interaction order, and historical body. In particular, we focus on how the Chinese international female student was perceived as being "disengaged" and "disrespectful" in class by her Korean graduate male classmates and her female instructor. Such discursive positioning, we argue, was attributed to the interplay of various factors, such as our student participants' navigation of U.S. classroom participation expectations. Furthermore, we argue that class disengagement should be understood within a wider sociocultural space as such disengagement is interwoven with the broader U.S. classroom discourses and individual participants' past experiences.
This article is the introduction to a special issue on teacher emotions published in the Chinese ... more This article is the introduction to a special issue on teacher emotions published in the Chinese Journal for Applied Linguistics.
This study explored the negotiation of a Chinese EFL teacher's teaching identity in light of rece... more This study explored the negotiation of a Chinese EFL teacher's teaching identity in light of recent critique of neoliberalism. Ms. Q, our focal participant, worked in a private English school that commodified English, and her main teaching responsibility was to prepare students for the IELTS test. We adopted an agency-centered approach to explore how Ms. Q's professional identity was negotiated in relation to the exercise and investment of her professional agency. In particular, Haneda and Sherman's (2016) job-crafting perspective on teacher agency was adopted to illustrate how Ms. Q was able to go beyond the prescribed teaching role assigned by the school. This move, in turn, contributed to her teacher identity development because she was able to exercise agency within the affordances and constraints of the given work context. Our data include classroom observation, interviews with Ms. Q and her students, Ms. Q's teaching materials and her posts in a Chinese social network (Wechat). Our findings revealed that Ms. Q's investment in constructing the desired teacher identity, that is, to be a good educator, supported her to transcend the prescribed space for teaching practice and make agentic decisions in the classroom that were in accordance with her teaching beliefs.
International Review of Applied Linguistics in Language Teaching , 2023
Given the significance of creating an inclusive academic environment for international students, ... more Given the significance of creating an inclusive academic environment for international students, our study examines how three newly arrived international students (a Chinese female and two Korean males) navigated the institutional and interactional norms in an academic orientation class at a U.S. university. Drawing on nexus analysis, we examine student class disengagement at the intersection of discourses in place, interaction order, and historical body. In particular, we focus on how the Chinese international female student was perceived as being "disengaged" and "disrespectful" in class by her Korean graduate male classmates and her female instructor. Such discursive positioning, we argue, was attributed to the interplay of various factors, such as our student participants' navigation of U.S. classroom participation expectations. Furthermore, we argue that class disengagement should be understood within a wider sociocultural space as such disengagement is interwoven with the broader U.S. classroom discourses and individual participants' past experiences.
This article is the introduction to a special issue on teacher emotions published in the Chinese ... more This article is the introduction to a special issue on teacher emotions published in the Chinese Journal for Applied Linguistics.
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