Show simple item record

dc.contributor.authorPappa, Sotiria
dc.contributor.authorMaclnnis Aladin, Katija
dc.contributor.authorMoate, Josephine
dc.date.accessioned2020-06-04T09:14:10Z
dc.date.available2020-06-04T09:14:10Z
dc.date.issued2020
dc.identifier.citationPappa, S., Maclnnis Aladin, K., & Moate, J. (2020). Qui suis-je : Discontinuity as part of teacher identity in Canadian French immersion. <i>Apples : Journal of Applied Language Studies</i>, <i>14</i>(1), 65-84. <a href="https://doi.org/10.17011/apples/urn.202005293589" target="_blank">https://doi.org/10.17011/apples/urn.202005293589</a>
dc.identifier.otherCONVID_35853960
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/69698
dc.description.abstractThe scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted faceto-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learning and the emotions one experiences in moments of discontinuity. A negative change in emotion may encourage discontinuity in immersion teacher identity and teachers’ understanding of themselves as second language learners. On the other hand, positive emotions underline the harboured passion for French and second language le arning and may help re-align French immersion teacher identity to the sense of purpose teachers identified in their professional lives. The study concludes with a discussion of certain considerations arising from the data.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherCentre for Applied Language Studies, University of Jyväskylä
dc.relation.ispartofseriesApples : Journal of Applied Language Studies
dc.rightsCC BY 4.0
dc.subject.otherKanada
dc.subject.otherCanada
dc.subject.otherFrench immersion
dc.subject.othernarrative analysis
dc.titleQui suis-je : Discontinuity as part of teacher identity in Canadian French immersion
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202006043954
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange65-84
dc.relation.issn1457-9863
dc.relation.numberinseries1
dc.relation.volume14
dc.type.versionpublishedVersion
dc.rights.copyright© 2020: The authors
dc.rights.accesslevelopenAccess
dc.subject.ysotunteet
dc.subject.ysonarratiivinen tutkimus
dc.subject.ysoepäjatkuvuus
dc.subject.ysoammatti-identiteetti
dc.subject.ysoopettajat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p3485
jyx.subject.urihttp://www.yso.fi/onto/yso/p22220
jyx.subject.urihttp://www.yso.fi/onto/yso/p2480
jyx.subject.urihttp://www.yso.fi/onto/yso/p12894
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.17011/apples/urn.202005293589
jyx.fundinginformationThe first author was supported by the Urpo ja Maija-Liisa Harvan Rahasto under the Finnish Cultural Foundation Central Fund [grant number 00190798].
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0