Email this article 
A BORDERLAND DISCOURSE ANALYSIS ON ENGLISH LANGUAGE STUDENTS AND GRADUATES TEACHING BIPA
(1) Sanata Dharma University
(*) Corresponding Author
Abstract
Teachers’ identity formation and tension in their working place have been the concern of many researchers and experts. However, the concern focuses only on the novice teachers who teach in the same subject as they are assigned to be. There is no sufficient research on identity tension which is faced specifically. This paper aims to find out the identity tension experienced by English language graduates teaching BIPA (Indonesian as a Foreign Language). This study employed a case study in order to generate a new understanding of this phenomena more deeply. Interview guideline with a semi-structured type of interview became the main instrument in this study. The participants of this study were five active Indonesian as foreign language teachers of Lembaga Bahasa Universitas Sanata Dharma. The study found out that teachers’ situatedness* became the main issue that influences teachers’ identity, compared to teachers’ multifaceted nature and their college. This study shows that, although the participants have been teaching for more than two years, or more, they mostly considered themselves still as English teachers.
Keywords
Full Text:
PDFReferences
Alsup, J. (2006). Teacher identity discourses negotiating personal and professional spaces. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Ary, D., Jacobs, L.C., & Sorensen, C.K. (2010). Introduction to research in education (8th ed.). Belmont, California: Wadsworth.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107- 128.
Blackburn, M. V. (2005). Agency in borderland discourses: Examining language use in a community center with black queer youth. Teachers College Record, 107(1), 89-113.
Butler, J. (2005). Giving an account of oneself. New York: Fordham University Press.
Castaneda, J. A. F. (2011). Teacher identity construction: Exploring the nature of becoming a primary school language teacher. The University of Newcastle upon Tyne.
Creswell, J. (2009). Research design: Qualitative, quantitative and mixed methods approaches. Los Angeles: SAGE Publications Inc.
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method.
London: Routledge.
Le Ha, P., & Van Que, P. (2006). Vietnamese educational morality and the discursive construction of English language teacher identity. Journal of Multicultural Discourses, 1(2), 136–151. https://doi.org/10.2167/md038.0
Moustakas, C. (1994). Phenomenological research. Thousand Oaks, CA: Sage.
Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
Palmer, P. J. (2009). A hidden wholeness: The journey toward an undivided life.
John Wiley & Sons.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 1–19. https://doi.org/10.1177/0033688216631219
Rogers, D. L., & Babinski, L. M. (2002). From isolation to conversation: Supporting new teachers’ development. Albany: State University of New York Press.
Sexton, D. M. (2008). Student teachers negotiating identity, role, and agency.
Teacher Education Quarterly, 35(3), 73-88.
Van Rijswijk, M. M., Akkerman, S. F., & Koster, B. (2013). Student teachers’ internally persuasive borderland discourse and teacher identity. International Journal for Dialogical Science, 7(1), 43–60.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). identity & complex contexts and ideologies : Bilingual education in conflict-ridden areas. Journal of Language, Identity and Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of language, Identity, and Education, 4(1), 21-44.
Weber, S., & Mitchell, C. (1995). “That’s funny, you don’t look like a teacher”: Interrogating images and identity in popular culture. London: Falmer.
Xu, L. (2012). The role of teachers‘ beliefs in the language teaching-learning process. Theory and Practice in Language Studies, 2(7), 1397–1402. https://doi.org/10.4304/tpls.2.7.1397-1402
Xu, L. (2012). The role of teachers‘ beliefs in the language teaching-learning process. Theory and Practice in Language Studies, 2(7), 1397–1402. https://doi.org/10.4304/tpls.2.7.1397-1402
Zacharias, T. (2010). The teacher identity construction of 12 Asian ES teachers in TESOL graduate programs *. Teacher, 7(2), 177–197.
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. https://doi.org/10.1080/13540600309378
DOI: https://doi.org/10.24071/ijiet.v4i1.2109
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Indexed and abstracted in:
IJIET Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching) has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. SK 0547/E5/DT.05.00/2024. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.