The transition from L2 learner to L2 teacher: A longitudinal study of a Japanese teacher of English in Japan
Benthien, G. (2017). The transition from L2 learner to L2 teacher: A longitudinal study of a Japanese teacher of English in Japan. Apples: Journal of Applied Language Studies, 11 (2), 85-102. Retrieved from http://apples.jyu.fi/article/abstract/532
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Apples: Journal of Applied Language StudiesAuthors
Date
2017Copyright
© The Author(s). Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea
ja tulostaa henkilökohtaista käyttöä varten. Käyttö
kaupallisiin tarkoituksiin on kielletty.
While newly employed teachers may begin their career with certain ideas and
beliefs, these are influenced by different stimuli, encounters and constraints which
lead to the ongoing recalibration of their L2 identity. This longitudinal case study
explores the L2 journey of a Japanese teacher of English through narrative inquiry
using a dynamic approach. Drawing on interview data, the study documents the
participant’s transition from L2 learner and pre-service teacher to L2 teacher,
focusing on the interconnectedness of the L2 learning and teaching environment and
extended socio-educational environment, and the effect of educational, geographical,
professional, social, and temporal factors. The study provides a holistic view of the
complex interplay between the continuing L2 learner identity and emerging L2
teacher identity, as experienced from the perspective of the novice teacher. The
complexity of establishing a professional L2 teacher identity in Japan is highlighted,
including discovering one’s own teaching style, finding ways of adapting teaching
to national educational directives, meeting the challenges of motivating students,
feeling a sense of responsibility for examination preparation, encountering crosscultural
and power issues in team teaching, contemplating future career options,
and coming to terms with employment practices. Based on the findings, the study
concludes by offering some suggestions for taking not only the challenges faced by
the L2 learner, but also the L2 teacher into account, and ways of encouraging
meaningful dialogue between researchers, teacher educators and teachers.
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