1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 英語教師身份認知的掙扎：一位英語教師的敘事探究
Language Teacher Identity as a Site of Struggle for Recognition: A Narrative Understanding of an English Teacher’s Identity Construction
作者 朱家鈺
Chu, Chia Yu
貢獻者 黃怡萍
Huang, Yi Ping
朱家鈺
Chu, Chia Yu
關鍵詞 英語教師身分
日期 2013
上傳時間 1-Oct-2014 13:50:02 (UTC+8)
摘要 本論文透過敘事探究的方式，探討一位補教業英文老師之身份認知與建構。經由半\n結構訪談、分析此教師社群網站發表之文章，以及筆者之研究筆記，本論文意圖呈現補教英語老師之身份認知與建構，是一段持續掙扎、探索進而取得認同(recognition)的過程。 經由分析、探討此個案的人生經驗與自我敘述後，本研究發現，教師遭逢之人、事、物，以及言談敘述背後所隱含的思維與價值，皆影響教師之自我身份認知與建構。教師在教學歷程中，往往具有多重的身分認同選項(不論此選項是教師堅信或是外在加諸)，這些身分認同的差異選項可能相互牴觸，並由於自身內部之認知與外部價值思維的衝突，進而引發一連串的「不被認同」(misrecognition and misacknowledgment)。本研究呈現出過去英語師資培育之相關研究往往忽略教師個人身分認同選項的現象，因此，如何敘述、協調個人的身分認同選項與衝突，並應用於英語師資的培養與自我調適，是本論文著眼\n之處。 \n 透過本論文之研究，亦希望提供英語師資培育課程不同的視野。第一，相關課程如\n何透過介紹不同言談思維價值，使教師能夠適當運用多種身分認同選項；第二 ，如何\n將敘事概念融入相關課程，協助教師解讀其教學中遭遇之人、事、物之關係與衝突，並\n進一步思考對教師本身之影響。
參考文獻 Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review \nof Educational Research, 81(2), 132-169. \nAllan, S. (1999). News Culture. Buckingham: Open University Press. \nAlsup, J. (2006). Teacher identity discourses: Negotiating personal and professional \nspaces. Mahwah, NJ: Lawrence Erlbaum Associates. \nAmmon, U. (Ed.) (2000). The dominance of English as the language of science: effects on \nother languages and language communities. Berlin: mouton de Gruyter. \nAnzaldua, G. (1999). Borderlands= La frontera (2nd ed.). San Francisco: Aunt Lute \nBooks. \nAppleby, R. (2012). Desire in Translation: white masculinity and TESOL. TESOL \nQuarterly. DOI: 10.1002/tesq.51 \nArva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, \n28, 355-372. \nAurini, J. (2004). Educational Entrepreneurialism in the private tutoring industry: \nBalancing profitability with the humanistic face of schooling. Canadian Journal of \nsociology, 41 (4), 475-491. \nAurini, J., & Davies, S. (2004). The transformation of private tutoring: Education in a \nfranchise form. Canadian Journal of Sociology, 29(3), 419-438. \nBailey, B. (2000). Language and Negotiation of Ethnic/Racial Identity among Dominican \nAmericans. Language in Society, 29, 555-582. \nBakhtin, M. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. In M. \nHolquist, Trans. C. Emerson & M. Holquist (Eds.). Austin, TX: University of Texas \nPress. \nBall, A. F., & Ellis, P. A. (2007). Identity and the writing of culturally and linguistically \ndiverse students. In C. Bazerman (Ed.), Handbook of research on writing (pp. \n98 \n459-509). Mahwah, NJ: Lawrence Erlbaum. \nBamberg, M., De Fina, A., & D. Schiffrin (Eds.) (2008). Selves and Identities in \nnarratives and discourse. Amsterdam, The Netherlands: Banjamins. \nBateson, M. C. (1984). With a daughter`s eye. New York: William Morrow. \nBateson, M. C. (2000). Full circles overlapping lives: Culture and generation in transition. \nNew York: Random House. \nBaker, D. P., Akiba, M., LeTendre, G. K., Wiseman, A.W. (2001). Worldwide Shadow \nEducation: Outside-School Learning, Institutional Quality of Schooling, and \nCross-National Mathematics Achievement. Educational Evaluation and Policy \nAnalysis, 23 (1), 1-17. \nBarkhuizen, G. (2008). An extended positioning analysis of a pre-service teacher’s better \nlife small story. Applied Linguistics, 31(2), 282-300. \nBeijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teacher’s\n professional identity. Teaching and Teacher Education, 20, 107-128. \nBell, A. (1991). The Language of Media. Oxford: Blackwell. \nBell, J. S. (2011). Reporting and publishing narrative inquiry in TESOL: challenges and \nrewards. TESOL Quarterly, 45 (3), 575-584. \nBell, N. D. (2005). Exploring L2 language play as an aid to SLL: A case study of humor in \n NS–NNS interaction. Applied Linguistics, 26(2), 192–218. \nBell, N. D. (2009). Learning about and through humor in the second language classroom. \n Language Teaching Research, 13 (3), 241-258. \nBerger, R. (2013). Now I see it, now I don’t: researcher’s position and reflexivity in \nqualitative research. Qualitative Research. Advance online article. DOI:\n 10.1177/1468794112468475. \nBerkenkotter, C., & Huckin, T. N. (1995). Genre knowledge in disciplinar \n99 \ncommunication: Cognition/culture/power. Hillsdale, NJ: Lawrence Erlbaum \nAssociates. \nBerwald, J. (1992). Teaching French language and culture by means of humor. The French\n Review, 66 (2), 189-200. \nBlase, J. J., & Pajak, E. (1989). The impact of teachers’ personal lives on professional role\n enactment: a qualitative analysis. American Educational Research Journal, 26 (2),\n 283-310. \nBold, C. (2012). Using narrative in research. London: Sage. \nBorg, S. (2006). Teacher cognition and language education: research and practice.\n London: Continuum. \nBourdieu, P. (1977). The economics of linguistic exchanges (trans. R. Nice), Social\n Science of Information, XVI, 6, 645-668. \nBourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and\n research for the Sociology of Education (pp. 241-258). New York: Greenwood. \nBourdieu, P. & Wacquant, L. (1992). An Invitation to Reflexive Sociology. Chicago: The\n University of Chicago Press. \nBourdieu, P. (1967). Systems of education and systems of thought. Social Science \nInformation, 18-358. \nBourdieu, P. (1984) Distinction: a social critique of the judgment of taste. London:\n Routledge & Kegan Paul. \nBourdieu, P. (1991). Language and symbolic power. Cambridge University Press. \nBourdieu, P. (1992). The Rules of Art. Cambridge: Polity Press. \nBourdieu, P. (1993). The field of cultural production. New York: Columbia University\n Press. \nBourdieu, P. (1998). Practical reason. Cambridge: Polity Press. \n100 \nBourdieu, P. (2000). For a Scholarship of Commitment. Profession, 44. \nBraine, G. (Ed.) (1999). Nonnative educators in English language teaching. Mahwah, \n NJ: Lawrence Erlbaum. \nBray, M. (1999). The shadow education system: Private tutoring and its implications for\n planners. Paris: UNESCO/IIEP. \nBray, M., & Koo, R. (Eds.). (2004). Education and society in Hong Kong and Macao:\n Comparative perspectives on continuity and change (2nd ed.). Hong Kong: The\n University of Hong Kong, Comparative Education Research Center. \nBritzman, D. (1994). Is there a problem with knowing thyself? Toward a poststructuralist\n view of teacher identity. In T. Shanahan (Ed.), Teachers thinking, teachers\n knowing (53-75). Urbana, IL: National Council of Teachers of English. \nBrockmeier, J., & Carbaugh, D. (Eds.) (2001). Introduction. In Narrative and identity:\n Studies in autobiography, self and culture (pp.1-22). Amsterdam: John\n Benjamins. \nBruner, J. (1985). Actual minds, possible worlds. Cambridge: Harvard University Press. \nBruner, J. (2001). Self-making and world making. In J. Brockmeier & D. Carbaugh\n (Eds.), Narrative and identity: Studies in autobiography, self and culture (pp.\n 25-37). Amsterdam: John Benjamins. \nBruner, J. (2002). Making stories: Law, literature, and life. New York: Farrar, Strausand\n Giroux. \nBuchmann, C. (2002). Getting ahead in Kenya: social capital, shadow education, and\n achievement. In B. Fuller & E. Hannum (Eds.), Schooling and social capital in\n diverse cultures (pp. 133-159). Amsterdam: JAI Press. \nBucholtz, M., & Hall, K. (2004). Theorizing identity in language and sexuality research.\n Language in Society, 33 (4), 501-547. \n101 \nBueno, E.P., & Caesar, T. (Eds.) (2003). I wouldn’t want anybody to know: Native English\n Teaching in Japan. Tokyo: JPGS Press. \nBusch, D. (2010). Pre-service teacher beliefs about language learning: The secondlanguage \nacquisiti on course as an agent for change. Language Teaching Research, 14 (3), \n318-337. \nBurns, A. & Richards, J. C. (2009) (Eds.). Introduction. In The Cambridge guide to second \nlanguage teacher education (pp. 1-8). Cambridge: Cambridge University Press. \nButler, J. (1993). Bodies that matter: on the discursive limits of sex. New York: \nRoutledge. \nButler, J. (1997). The psychic life of power. Stanford, CA: Stanford University Press. \nCanagarajah, A. S. (1996). From critical research practice to critical research \nreporting. TESOL Quarterly, 29, 320-330. \nCarson, D. A. (1996). The Gagging of God: Christianity Confronts Pluralism. Grand\n Rapids, MI: Zondervan. \nCarspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and \npractical guide. New York: Routledge. \nClandinin, D. J., & Connelly, M. (1995). Teachers’ professional knowledge landscapes. \nNew York: Teachers College Press. \nClandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in \nqualitative research. San Francisco: Jossey-Bass. \nClandinin, D. J., & Huber, J. (2010). Narrative inquiry. In B. McGaw, E. Baker, & P. P. \nPeterson (Eds.), International encyclopedia of education (3rd ed.). New York, \nNY: Elsevier. \nClandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. \nJournal of Teacher Education, 58 (1), 21-35. \n102 \nClarke, M (2008). Language Teacher Identities: co-constructing discourse and community.\n Multilingual Matters. \nClarke, M. (2009). The ethico-politics of teacher identity. Educational Philosophy an \nTheory, 41 (2), 185-220. \nConle, C. (1996). Resonance in pre-service teacher inquiry. American educational \nResearch Journal, 33 (2), 297-325 \nConnelly, F. M., & Clandinin, D. J. (1986). On narrative method, personal philosophy, and \nnarrative unities in the story of teaching. Journal of Research in Science \n Teaching, 23(4), 293–310. \nConnelly, F. M., & Clandinin, D. J. (1994). Telling Teaching Stories. Teacher Education \nQuarterly, 21 (1), 145–158. \nCook, V. (1999). Going beyond the native speaker in language teaching. TESOL \n Quarterly, 33 (2), 185-209. \nCorbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research: techniques and \nprocedures for developing grounded theory. Sage Publications. \nCoˆte´, J. E., & Schwartz, S. J. (2002). Comparing psychological and sociological \napproaches to identity: identity status, identity capital, and the \nindividualizationprocess. Journal of Adolescence, 25, 571–586. \nDaly, K. (1992) Parenthood as problematic: insider interviews with couples seeking to \nadopt. In Gilgun. J. F., Daly. K. & Handel. G. (Eds.). Qualitative Methods in \nFamily Research. Newbury Park, CA: Sage, 103–125. \nDavies, S., & Aurini, J. (2006). The franchising of private tutoring: A view from \nCanada. Phi Delta Kappan, 88(2), 123-128. \nDawson, W. (2010). Private tutoring and mass schooling in East Asia: reflections inequality \nin Japan, South Korea, and Cambodia. Asia Pacific Education Review, 11 (1), \n103 \n14-24. \nDay, C. (2008). Committed for life? Variations in teachers’ work, lives and effectives. \nJournal of Educational Change, 9, 243-260. \nDay, C., & Kington, A. (2008). Identity, well-being and effectiveness: The emotional \ncontexts of teaching. Pedagogy, Culture and Society, 16(1), 7-23. \nDay, C., Sammons, P., Stobart, G., Kington, A., & Hu, Q. (2007). Teachers Matter: \nConnecting lives, work, and effectiveness. England: Open University Press. \nDenzin, N.K. (1978). Sociological Methods. New York: McGraw-Hill. \nDerrida, J. (1981). Positions. Chicago: University of Chicago Press. \nDhunpath, R. (2000). Life history methodology: Narradigm regained. QualitativStudies in \nEducation, 13(5), 543-551. \nDuff, P. A., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and \npractices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486. \nElliott, J. (2005). Using narrative in social research: Qualitative and quantitative \napproaches. London: Sage. \nEricson, F. (1968). Identity: youth and crisis. New York: Norton. \nFlyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative \nInquiry, 12 (2), 219-245. \nFinlay, L. (2002a). Negotiating the swamp: the opportunity and challenge of reflexivity in \nresearch practice. Qualitative Research, 2 (2), 209-230. \nFinlay, L. (2002b). “Outing” the Researcher: The Provenance, Principles and Practice of \nReflexivity. Qualitative Health Research 12 (4), 531-545. \nFisher, P. (2008). Wellbeing and empowerment: the importance of recognition. Sociology \nof Health & Illness, 30 (4), 583-598. \nFlores, M. A., & Day, C. (2005). Contexts which shape and reshape new teachers’ \n104 \nidentities: A multi-perspective study. Teaching and Teacher Education, 22, \n219-232. \nFlores, M. (2001). Person and context in becoming a new teacher. Journal of Education \nfor Teaching, 27 (2), 135-148. \nFoucault, M. (1970). The order of things. London: Tavistock. \nFoucault, M. (1972). The archaeology of knowledge and the discourse on language (A. \nM.S. Smith, trans.). London: Tavistock. \nFoucault, M. (1978). Politics and the study of discourse. Ideology and Consciousness, 3, \n7-26. \nFreeman, D. (1989). Teacher training, development, and decision making: a model of \nteaching and related strategies for language teacher education. TESOL Quarterly, \n23 (1), 27-45. \nFreire, P. (1993). Pedagogy of the oppressed. New York: Continuum Books. \nGalman, S. (2009). Doth the lady protest too much? Pre-service teachers and the \nexperience of dissonance as a catalyst for development. Teaching and Teacher \nEducation, 25(3), 468-481. \nGee, J. P. (1999). An introduction to discourse analysis: theory and practice. \nLondon:Routledge. \nGeorgakopoulou, A. (2007). Small stories, interaction, and identities. Amsterdam, The \nNetherlands: Banjamins. \nGergen, J. K. (2000). The saturated self: Dilemmas of identity in contemporary life \n(Introduction to 2000 edition). NY: Basic Book. \nGiddens, A. (1991). Modernity and self-Identity: Self and society in the late modern \nage. Stanford, CA: Stanford University Press. \nGiroux, H. A. (2004). Cultural Studies, Public Pedagogy, and the Responsibility of \n105 \nIntellectuals. Communication and Critical/Cultural Studies, 1 (1), 59-79. \nGolombek, P., & Jordan, S. T. (2005). Becoming “black lambs” not “parrots”: a \npoststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), \n513- 533. \nGomez, M. L., Walker, A. B., & Page, M. L. (2000). Personal experience as a guide to \nteaching. Teaching and Teacher Education, 16 (7), 731–747. \nGoodson, I. & Cole, A. (1993). Exploring teacher’s professional knowledge. In \nMcLaughlin, D., & Tierney, W. G. (Eds.), Naming silenced lives (pp. 71–94). New \nYork: Routledge. \nGrenfell, M. & Hardy, C. (2003). Field maneuvers: Bourdieu and the young British artists. \nSpace & Culture, 6 (1), 19-34. \nGrenfell, M. & James, D. (2004). Change in the field—changing the field: Bourdieu and \nthe methodological practice of educational research. British Journal of Sociology of \nEducation, 25 (4), 508-523. \nGrenfell, M. (2011). Bourdieu: a theory of practice. In M. Grenfell (Ed.). Bourdieu, \nLanguages and Linguistics. London: Contunuum International Publishing Group. \nGee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. Critical \nperspectives on literacy and education. London: Falmer Press. \nGee, J. P. (2000-2001). Identity as an analytical lens for research in education. Review of \nResearch in Education, 25, 99-125. \nHall, S. (1992). The question of cultural identity. In S. Hall, D. Held, & A. McGrew (Eds.). \nModernity and its futures (pp. 273-325). Cambridge, UK: Polity Press. \nHall, S. (2000). Who needs identity? In P. du Gay & J. Evans (Eds.), Identity: A reader \n(pp.15-30). London, England: Sage. \nHamid, M. O., Sussex, R., & Khan, A. (2009). Private tutoring in English for secondary \n106 \nschool students in Bangladesh. TESOL Quarterly, 43(2), 281-308. \nHan, Z. H. (2004). To be native speaker means not to be a nonnative speaker. Second \nLanguage Research, 20 (2), 166-187. \nHarnisch, D. L. (1994). Supplemental education in Japan: Juku schooling and its \nimplication. Journal of Curriculum Studies, 26 (3), 323-334. \nHawkins, M. & Norton, B. (2009). Critical language education. In A. Burns & J. Richards \n(Eds.), Cambridge guide to second language teacher education (pp. 30-39). \nCambridge: Cambridge University Press. \nHeaney, S. (2009). Seamus Heaney’s Birthday Speech, presented at the Irish Museum for \nModern Art, April 13. Retrieved August 15, 2013, from www.rte.ie/heaneyat70/ \nHinchman, L., & Hinchman, S. (2001). Memory, identity, community. The idea \nofnarrativity in the human sciences. New York: New York University Press. \nHobbs, V., & Kubanyiova, M. (2008). The challenges of researching language teachers: \nWhat research manuals don’t tell us. Language Teaching Research, 12(4), \n495-513. \nHoffman, L. M. (1989). The politics of knowledge: activist movements in medicine and \nplanning. Albany, NY: SUNY Press. \nHonneth, A. (1996). The Struggle for Recognition: the Moral Grammar of Social Conflicts. \nCambridge: Polity Press. \nHonneth, A. (2001) Recognition or redistribution? Changing perspective on the moral \norder of society, Theory, Culture and Society, 18, 2–3, 43–55. \nHonneth, A. (2003) Redistribution as recognition: a response to Nancy. In Fraser, N. & \nHonneth, A. Redistribution or Recognition? A Political-Philosophical Exchange. \nLondon and New York: Verso. \nHo, T. H. (2008). Factors relate to Parent’s Selection for Children in Cram School. \n107 \nUnpublished Master Thesis. \nHsiao, C. T., & Hsiung, T. H. (2010). Dynamic simulation for demand and supply \ndisequilibrium of the secondary English teachers and educational policy in Taiwan. \nEducational Policy Forum, 13(1), 177-205. \nHuang, J. L. (2009). The issues of teacher education on surplus teachers. Secondary \nEducation, 60 (3), 32-36. \nIkaheimo, H., & Laitinen, A. (2007). Analyzing recognition: identification, \nacknowledgement, and recognitive attitudes towards persons. In B. V. D. Brink & D. \nOwen (Eds.), Recognition and power: Axel Honneth and the tradition of critical \nsocial theory. Cambridge: Cambridge University Press. \nJarvis, J. (1992). Using diaries for teacher reflection on in-service courses. ELT Journal, 46 \n(2), 133-143. \nJenkins, J. (2005). Implementing an international approach to English pronunciation: the \nrole of teacher attitudes and identity. TESOL Quarterly, 39 (3), 535-543. \nJenkins, R. (1996). Social identity. London: Routledge. \nJohnston, B. (1997). Do EFL teachers have careers? TESOL Quarterly, 31, 681-712. \nJohnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence \nErlbaum Associates. \nJohnson, K. E. (2006). The sociocultural turn and its challenges for second language \nteacher education. TESOL Quarterly, 40 (1), 235-257. \nJohnson, K. E. (2007). Tracing teacher and student learning in teacher authored narratives. \nTeacher Development, 11 (2), 175-188. \nJohnson, K. E., & Golombek, P. R. (Eds.) (2002). Teachers’ narrative inquiry as \nprofessional development. Cambridge: Cambridge University Press. \nJohnson, K. E., & Golombek, P. R. (Eds.) (2011). Research on second language teacher \n108 \neducation: A sociocultural perspective on professional development. New York, \nNY: Rutledge. \nJorgen, M., & Phillips, L. (2002). Discourse analysis as theory and method. London, \nEngland: Sage. \nJosselson, R. (2007). The ethical attitude in narrative research: principles and practicalities. \nIn D. J. Clandinin (Ed.), Handbook of Narrative Inquiry: Mapping a Methodology \n(pp. 537-566). London: Sage. \nKanno, Y., & Stuart, C. (2011). The development of L2 teacher identity: Longitudinal \ncase studies. Modern Language Journal, 95(2), 236-252. \nKelchtermans, G. (1993). Getting the story, understand the lives: from career stories to \nteachers’ professional development. Teaching & Teacher Education, 9 (5/6), \n443-456. \nKramsch, C. (1997/2003). The privilege of the non-native speaker. PMLA 3, 359–369. \nKramp, K. M. (2003). Exploring life and experience through narrative inquiry. In K. B. \ndeMarrias, & S. D. Lapan (Eds.), Foundations of research: methods of inquiry in \neducation and the social (pp. 103-122). \nKwok, P. (2004). Examination-orientated knowledge and value transformation in East \nAsian schools. Asia Pacific Educational Review, 5 (1), 64-75. \nLave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. \nCambridge: Cambridge University Press. \nLave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. \nCambridge University Press. \nLieblich, A., Tuval-Mashiach, R. & Zilber, T. (1998). Narrative research: reading, \nanalysis, and interpretation. CA: Sage. \nLincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. \n109 \nLippi-Green, R. (1997). English with an accent: language, ideology anddiscrimination in \nthe United States. New York: Routledge. \nLiu, J. (2012). Does cram schooling matter? Who goes to cram schools? Evidence from \nTaiwan. International Journal of Educational Development, 32, 46-52. \nLiu, Y., & Fisher, L. (2006). The development patterns of modern language student \nteacher’s conceptions of self and their explanations about change: Three cases \nTeacher Development, 10, 343-360. \nMaclure, M. (1993). Arguing for your self: identity as an organizing principle inteachers’ \njobs and lives. British Educational Research Journal, 19 (4), 311-322. \nMaguire, P. (1987). Doing participatory research: A feminist approach. Amherst, MA: The \nCenter for International studies, School of Education, University of Massachusetts. \nMarcia, J. E. (1966). Development and validation of ego identity status. Journal of \nPersonality and Social Psychology, 5, 551–558. \nMarkham, A. N. (2004). Internet communication as a tool for qualitative research. In D. \nSilverman (Ed.), Qualitative research: research, method and practice (2nd edition). \nLondon: Sage. \nMaurais, J., & Morris, M. (2003). Languages in a globalizing world. Cambridge: \nCambridge University Press. \nMcCarthey, S. J., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 57 \n(2), 228-238. \nMedgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46 (4), \n340–349. \nMedgyes, P. (2001a). How’s the for fun? The role of humor in the ELT classroom and ELT \nteaching materials. In M. Bax and C. J. Zwart (Eds.), Reflections on Language and \nLanguage Learning: in honor of Arthur van Essen (pp.105-118). Philadelphia, PA: \n110 \nJohn Benjamins. \nMedgyes, P. (2001b). When the teacher is a non-native speaker. In M. Celce-Murcia (Ed.), \nTeaching English as a second or foreign language (pp. 429-442). Boston: Heinle & \nHeinle. \nMenard-Warwick, J. (2011). A methodological reflection on the process of narrative \nanalysis: alienation and identity in the life histories of English language teachers. \nTESOL Quarterly, 45 (3), 564-574. \nMiller, M. (2003). The social fashioning of teacher identities. New York: Peter Lang \nMiller, J. (2004) Identity and language use: the politics of speaking ESL in schools. In A. \nPavlenko and A. Blackledge (eds.), Negotiation of identities in multilingual contexts. \nClevedon: Multilingual Matters. Publishing. \nMiller, J. (2009). Teacher Identity. In Anne. B. & J.C. Richards (Eds.), The Cambridge \nguide to second language teacher education. Cambridge University Press. \nMills, C.W. (1959). The sociological imagination. New York: Oxford University Press. \nMills, S. (2004). Discourse (2nd ed.). London: Routledge.Mishler, E. G. (1999). Storylines. \nCraftartists` Narratives of Identity. Cambridge, Massachusetts: Harvard University \nPress. \nMinistry of Education (2013). Proceedings of Educational Development in Taiwan. \nMinistry of Education, Taipei. \nMitchell, W. J. T. (1981). Foreword. In W. J. T. Mitchell (Ed.), On narrative (pp.vii- x). \nChicago, Chicago University Press. \nMorgan, B. (2004). Teacher Identity as Pedagogy: Towards a Field-Internal \nConceptualisation in Bilingual and Second Language Education. International \nJournal of Bilingual Education and Bilingualism, 7 (2), 172-188. \nMurray, G. (2009). Narrative inquiry. In J. Heigham & R. A. Croker (Eds.), Qualitative \n111 \nresearch in applied linguistics: A practical introduction. London: Palgrave \nMacmillan. \nNasir, N. S., & Saxe, G. B. (2003). Ethnic and academic identities: A cultural practice \nperspective on emerging tensions and their management in the lives of minority \nstudents. Educational Researcher, 32 (5), 14-18. \nNorton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31, \n509-429. \nNorton, B. (2000). Identity and language learning: Gender, ethnicity, and educational \nchange. Harlow, UK: Longman/Pearson Education. \nOlsen, B. (2008). Teaching what they learn, learning what they live: how teachers’ \npersonal histories shape their professional development. Boulder: Paradigm \nPublisher. \nPadgett, D. K. (2008). Qualitative methods in social work research. Thousand Oaks, CA: \nSage. \nPavlenko, A. (2001). Language learning memoirs as a gendered genre. Applied Linguistics, \n2 (22), 213-240. \nPavlenko, A. (2003) "I never knew I was a bilingual": reimagining teacher identities in \nTESOL. Journal of Language, Identity, and Education, 2 (4), 251-268. \nPaikeday, T. (1985). The native speaker is dead! Toronto: Paikeday Publishing. \nPark, J. K. (2009). ‘English fever’ in South Korea: its history and symptoms. English Today, \n25 (1), 50-57. \nParker, Z. (1998). PhD students and the auto/biographies of their learning. In M. Erben \n(Ed.), Biographies and education: A reader (pp. 116-129). London: Falmer Press. \nPavlenko, A. (2003) "I never knew I was a bilingual": reimagining teacher identities in \nTESOL. Journal of Language, Identity, and Education, 2 (4), 251-268. \n112 \nPennycook, A. (1994). The cultural politics of English as an international language. \n London: Longman. \nPhelan, A. (2010). Bound by recognition: some thoughts on professional designation for \nteachers. Asia-Pacific Journal of Teacher Education, 38 (4), 317-329. \nPhillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press. \nPhillipson, R. (2003). English-only Europe. Challenging language policy. London: \nRoutledge. \nPolkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany: State \nUniversity of New York Press. \nPolkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. Hatch & R. \nWisniewsky (Ed.) Life history and narrative (pp.5-24). London: The Falmer Press. \nPolkinghorne, D. E. (2007). Validity issues in narrative research. Qualitative Inquiry, 13, \n(4), 471-486. \nPopa, S. & Acedo, C. (2006). Redefining Professionalism: Romanian Secondary Education \nTeachers and the Private Tutoring System. International Journal of Educational \nDevelopment 26 (1), 98–110. \nPsacharopoulos, G. & Patrinos, H. A. (2004). Returns to investment in education: a further \nupdate. Education Economics, 12(2), 111-134. \nRaffo, C., & Hall, D. (2006). Transitions to becoming a teacher on an initial teacher \neducation and training programme. British Journal of Sociology of Education, 27 \n(1), 53-66. \nRamani, E. (1987). Theorizing from the classroom. ELT Journal, 41 (1), 3-11. \nRampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation, and \ninheritance. ELT Journal, 44 (2), 97–101. \nReeves, T. (1996). A hopefully humble paradigm review. ITFORUM Digest, 21 February \n113 \n1996, online, available at: http://itech1cou.uga.edu/itforum (accessed on 28 Aug, \n2012). \nRichards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University \nPress. \nRichardson, V. (1994). Teacher change and the staff development process. New York: \nTeachers College Press. \nRicoeur, P. (1983). On Interpretation. In Alan, M (Ed.), Philosophy in France Today \n(pp.175–97). Cambridge: Cambridge University Press. \nRiessman, C. K. (1993). Narrative analysis. Newbury Park, CA: Sage. \nRijswijk, M. M. V., & Akkerman, S. F., & Koster, B. (2013). Student teachers’ internally \npersuasive borderland discourse and teacher identity. International Journal for \nDialogical Science, 7 (1), 43-60. \nRots, I. (2010). Teacher education and the choice for the teaching profession (Unpublished \ndoctoral dissertation). University of Ghent, Belgium. \nSarup, M. (1998). Identity, culture, and the postmodern world. Athens, GA: University of \nGeorgia. \nSchmitz, J. R. (2002). Humor as a pedagogical tool in foreign language and translation \ncourses. Humor: International Journal of Humor Research, 15 (1), 89-113. \nSeidman, I. E. (1991). Interviewing as Qualitative Research. A Guide for Researchers in \nEducation and the Social Sciences. New York: Teachers College Press. \nSmythe, W. E., & Murray, M. J. (2000). Owning the story: Ethical considerations in \nnarrative research. Ethics & Behavior, 10 (4), 311-336. \nSparkes, A. (2003) ‘Editorial’, Auto/Biography, XI (1and 2). \nSullivan, P. N. (2000). Playfulness as mediation in communicative language teaching in a \nVietnamese classroom. In J. P. Lantolf (Ed.), Sociocultural Theory and \n114 \nSecond Language Learning (pp. 115-132). Oxford: Oxford University Press. \nSugrue, C. (1997). Student teachers’ lay theories and teaching identities: Their implications \nfor professional development. European Journal of Teacher Education, 20(3), \n213–225. \nSwanson, P. B. (2013). Spanish teachers’ sense of humor and student performance on the \nnational Spanish exams. Foreign Language Annals, 46 (2), 146-156. \nSwartz, L. (1994). Reading response journals: One teacher`s research. In G. Wells (Ed.), \nChanging schools from within: Creating communities of inquiry (pp. 22-128). \nToronto, ON: OISE Press. \nTaylor, C. (1989). Sources of the Self: The Making of the Modern Identity. Cambridge: \nCambridge University Press. \nTaylor, C. (1994). Multiculturalism: Examining the Politics of Recognition. Princeton: \nPrinceton University Press. \nTaylor, C. (1995). Philosophical Arguments. London: Harvard University Press. \nThomson, P. (2008). Field. In M. Grenfell (Ed.), Pierre Bourdieu: key concepts (pp.67-81). \nUK: Acumen Publishing. \nToohey, K. (2000). Learning English at school: Identity, social relations and classroom \npractice. Clevedon: Multilingual Matters. \nTrent, J. (2012). The discursive positioning of teachers: native-speaking English teachers \nand educational discourse in Hong Kong. TESOL Quarterly, 46 (1), 104-126. \nTripp, D. (1994). Teachers lives, critical incidents, and professional practice. Qualitative \nStudies in Education, 7, 65-76. \nTsu, A. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. \nTESOL Quarterly, 41(4), 657-680. \nTully, J. (2000). Struggles over recognition and distribution. Constellations, 7, 469-482. \n115 \nTully, J. (2004) ‘Recognition and dialogue: The emergence of a new field’, Critical Review \nof International, Social and Political Philosophy, 7(3), 84–106. \nvan Dam, J. (2002). Ritual, face, and play in a first English lesson: bootstrapping a \nclassroom culture. In C. Kramsch (Ed.), Language acquisition and language \nsocialization (pp. 237–65). New York: Continuum. \nVarghese, M. (2001). Professional development as a site for the conceptualization and \nnegotiation of bilingual teacher identities. In B. Johnston & S. Irujo (Eds.), Research \nand practice in language teacher education: Voices from the field (pp.213-232). \nMinneapolis: University of Minnesota, Center for Advanced Research in Second \nLanguage Acquisition. \nVarghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing Language \nTeacher Identity: Three perspective and beyond. Journal of Language, Identity, and \nEducation, 4 (1), 21-44. \nven den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of \nEducational Research, 72 (4), 577-625. \nWard, G. (1997). Postmodernism. Illinois. \nWalker, J. (2001). Client views of TESOL service: expectations and perceptions. The \nInternational Journal of Educational Management, 15(4), 187-196. \nWebster, L., & Mertova, P. (2007). Using Narrative Inquiry as a research method: an \nintroduction to using critical event narrative analysis in research on teaching and \nlearning. London: Routledge \nWeedon, C. (1997). Feminist practice and poststructuralist theory. Oxford: Blackwell \nPublishing. \nWeedon, C. (2004). Identity and culture: narratives of difference and belonging. England: \nOpen University Press. \n116 \nWeigle, S. C., Nelson, G. L. (2004). Novice tutors and their ESL tutees: Three casestudies \nof tutor roles and perceptions of tutorial success. Journal of Second Language Writing, \n13, 203-225. \nWitherell, C. S., & Noddings, N. (Eds.). (1991). Stories lives tell: Narrative and dialogue \nin education. New York: Teachers College Press. \nWong, C. Y. (2009). Are native speakers “good” language instructors? A case study of \nuntrained ESL tutors. ARECLS, 6, 122-140. \nWu, L. F. (1993). Cram schooling for elementary students. Report of Humanities and \nEducation Foundation, 43, 12-18. Mahwah: Lawrence Erlbaum Associates. \nZembylas, M. (2003). Emotions and teacher identity: A poststructural \nperspective. Teachers and Teaching: Theory and Practice, 9, 213-238. \nZhao, S., Grasmuck, S., & Martin, J. (2008). Identity construction on Facebook: Digital \nempowerment in anchored relationships. Computers in Human Behavior, 24 (5), \n1816-1846.
描述 碩士
國立政治大學
英國語文學研究所
99551015
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099551015
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi Pingen_US
dc.contributor.author (Authors) 朱家鈺zh_TW
dc.contributor.author (Authors) Chu, Chia Yuen_US
dc.creator (作者) 朱家鈺zh_TW
dc.creator (作者) Chu, Chia Yuen_US
dc.date (日期) 2013en_US
dc.date.accessioned 1-Oct-2014 13:50:02 (UTC+8)-
dc.date.available 1-Oct-2014 13:50:02 (UTC+8)-
dc.date.issued (上傳時間) 1-Oct-2014 13:50:02 (UTC+8)-
dc.identifier (Other Identifiers) G0099551015en_US
dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=78858-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 99551015zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本論文透過敘事探究的方式，探討一位補教業英文老師之身份認知與建構。經由半\n結構訪談、分析此教師社群網站發表之文章，以及筆者之研究筆記，本論文意圖呈現補教英語老師之身份認知與建構，是一段持續掙扎、探索進而取得認同(recognition)的過程。 經由分析、探討此個案的人生經驗與自我敘述後，本研究發現，教師遭逢之人、事、物，以及言談敘述背後所隱含的思維與價值，皆影響教師之自我身份認知與建構。教師在教學歷程中，往往具有多重的身分認同選項(不論此選項是教師堅信或是外在加諸)，這些身分認同的差異選項可能相互牴觸，並由於自身內部之認知與外部價值思維的衝突，進而引發一連串的「不被認同」(misrecognition and misacknowledgment)。本研究呈現出過去英語師資培育之相關研究往往忽略教師個人身分認同選項的現象，因此，如何敘述、協調個人的身分認同選項與衝突，並應用於英語師資的培養與自我調適，是本論文著眼\n之處。 \n 透過本論文之研究，亦希望提供英語師資培育課程不同的視野。第一，相關課程如\n何透過介紹不同言談思維價值，使教師能夠適當運用多種身分認同選項；第二 ，如何\n將敘事概念融入相關課程，協助教師解讀其教學中遭遇之人、事、物之關係與衝突，並\n進一步思考對教師本身之影響。zh_TW
dc.description.tableofcontents Acknowledgment……………………………………………………………………………iii \nChinese Abstract…….………………………………….………………………………...…vi \nEnglish Abstract ……………………………………………………………………………vii!\nChapter 1: PROLOGUE ............................................................................................................ 1!\nAn Autobiographical Moment .............................................................................. 1!\nThe Personal Context of the Research .................................................................. 2!\nMy Narrative 1- First Few Years about Teaching English .......................... 2!\nMy Narrative 2- Exploring More about Language Teaching ....................... 4!\nMy Narrative 3- Encountering Frustration ................................................... 5!\nMy Narrative 4- Who Am I as an English Teacher? .................................... 5!\nMy Narrative 5- A Casual Talk between Marcel and I ................................ 6!\nThe Sociocultural Context of the Research .......................................................... 7!\nTutoring/Cramming Industry in Taiwan ...................................................... 7!\nApproaching the Research Puzzles ..................................................................... 11!\nChapter 2: CONCEPUALIZING THE RESEARCH .............................................................. 13!\nConnecting with Existing Stories ....................................................................... 13!\n(Language) Teacher Identity ...................................................................... 13!\nEnglish and Tutoring .................................................................................. 19!\nFormulating the Theoretical Framework ............................................................ 20!\nPostmodern Identity ................................................................................... 20!\nBourdieu’s Field and Capital ..................................................................... 23!\nDiscourse .................................................................................................... 24! \niii \nResearch Questions ............................................................................................. 26!\nChapter 3: EMBARKING ON THE RESEARCH JOURNEY ............................................... 27!\nPostmodernism and Knowledge ......................................................................... 27!\nWhy Narrative Approach? .................................................................................. 27!\nNarrative and Human Complexity ............................................................. 28!\nNarrative and Identit(ies) ........................................................................... 28!\nAcknowledging My Presence .................................................................... 29!\nIntroducing the Research Landscape .................................................................. 30!\nMy Monologue ........................................................................................... 31!\nA Monologue from a Former Academic Chair .......................................... 31!\nIntroducing the Main Character with Whom I Was Traveling ........................... 32!\nHow We Met Prior to the Journey ............................................................. 33!\nEmerging Commitment to English Teaching ............................................. 33!\nWe Are Both Sailors on the Same Boat ..................................................... 34!\nExploring Together .................................................................................... 35!\nCapturing the Scenery along the Journey ........................................................... 36!\nSemi-structured Interview(s) ...................................................................... 36!\nMarcel .................................................................................................. 36!\nJean: A Former Academic Chair ......................................................... 37!\nMarcel’s Facebook Posts ............................................................................ 39!\nCultural Artifacts ........................................................................................ 39!\nResearcher’s Research Notes ..................................................................... 40!\nMoving from Field Text to Research Text ......................................................... 40!\nParadigmatic Cognition and Narrative Cognition ...................................... 41!\nAnalyzing the Narrative Data ..................................................................... 42!\nSecuring Trustworthiness of the Research Journey ............................................ 46! \niii \nMember Checking ...................................................................................... 46!\nResearcher’s Positioning and Reflexivity .................................................. 46!\nSharing the Scenery along the Journey ............................................................... 49!\nChapter 4: A NARRATIVE ACCOUNT OF MARCEL ......................................................... 51!\nNarrative 1: Earlier Teaching Experience: I Taught Knowledge about \nLanguage ..................................................................................... 51!\nNarrative 2: Emerging Teacher Identity in the TESOL Program: Did I \nHave to Be a Student Pleaser? .................................................... 52!\nNarrative 3: My Influential Mentor: The Person I Respect and Admire \nthe Most ....................................................................................... 54!\nNarrative 4: Envisioning an Academic Future in TESOL .................................. 56!\nNarrative 5: Developing Confidence in Near-nativelikeness through \nSocial Contact: What about My Students? ................................. 58!\nNarrative 6: Struggling in LLC: This Is Not Language Teaching! .................... 62!\nNarrative 7 Aggravating Frustration: How Can You Not Take This \nSeriously? I Thought You Wanted To Be an English \nTeacher! ...................................................................................... 66!\nNarrative 8: Relocating To Shanghai: A New Start ........................................... 68!\nChapter 5: THE PLOT CONNECTING THE THREADS — TEACHER IDENTIY AS A \nSITE OF STRUGGLE FOR RECOGNITION ..................................................... 71!\nRecognition from the Mentor ............................................................................. 73!\nRecognized as a Near-Native English Speaker .................................................. 74!\nMisrecognition and Misacknowledgement ......................................................... 78!\nAn Unexpected Resonance ................................................................................. 83!\nChapter 6: EPILOGUE－ A REVIST TO TEACHER IDENTITY IN TESOL .................... 85!\nReflecting on Issues of Language Teacher Identity in Marcel’s Stories ............ 85!\nTESOL Education as a Platform for Identity Construction and Reflection ....... 88!\nIdentity Construction through Enhanced Identity Options ........................ 88! \niii \nIdentity Reflection through Narrative ........................................................ 91!\nLimitations and Suggestions for Future Research .............................................. 92!\nLimitations ................................................................................................. 92!\nSuggestions for Future Research ................................................................ 93!\nA Postcript .................................................................................................. 95!\nREFERENCES ........................................................................................................................ 97!\nAPPENDICES……………………………………………………………………………..117zh_TW
dc.format.extent 509117 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099551015en_US
dc.subject (關鍵詞) 英語教師身分zh_TW
dc.title (題名) 英語教師身份認知的掙扎：一位英語教師的敘事探究zh_TW
dc.title (題名) Language Teacher Identity as a Site of Struggle for Recognition: A Narrative Understanding of an English Teacher’s Identity Constructionen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review \nof Educational Research, 81(2), 132-169. \nAllan, S. (1999). News Culture. Buckingham: Open University Press. \nAlsup, J. (2006). Teacher identity discourses: Negotiating personal and professional \nspaces. Mahwah, NJ: Lawrence Erlbaum Associates. \nAmmon, U. (Ed.) (2000). The dominance of English as the language of science: effects on \nother languages and language communities. Berlin: mouton de Gruyter. \nAnzaldua, G. (1999). Borderlands= La frontera (2nd ed.). San Francisco: Aunt Lute \nBooks. \nAppleby, R. (2012). Desire in Translation: white masculinity and TESOL. TESOL \nQuarterly. DOI: 10.1002/tesq.51 \nArva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, \n28, 355-372. \nAurini, J. (2004). Educational Entrepreneurialism in the private tutoring industry: \nBalancing profitability with the humanistic face of schooling. Canadian Journal of \nsociology, 41 (4), 475-491. \nAurini, J., & Davies, S. (2004). The transformation of private tutoring: Education in a \nfranchise form. Canadian Journal of Sociology, 29(3), 419-438. \nBailey, B. (2000). Language and Negotiation of Ethnic/Racial Identity among Dominican \nAmericans. Language in Society, 29, 555-582. \nBakhtin, M. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. In M. \nHolquist, Trans. C. Emerson & M. Holquist (Eds.). Austin, TX: University of Texas \nPress. \nBall, A. F., & Ellis, P. A. (2007). Identity and the writing of culturally and linguistically \ndiverse students. In C. Bazerman (Ed.), Handbook of research on writing (pp. \n98 \n459-509). Mahwah, NJ: Lawrence Erlbaum. \nBamberg, M., De Fina, A., & D. Schiffrin (Eds.) (2008). Selves and Identities in \nnarratives and discourse. Amsterdam, The Netherlands: Banjamins. \nBateson, M. C. (1984). With a daughter`s eye. New York: William Morrow. \nBateson, M. C. (2000). Full circles overlapping lives: Culture and generation in transition. \nNew York: Random House. \nBaker, D. P., Akiba, M., LeTendre, G. K., Wiseman, A.W. (2001). Worldwide Shadow \nEducation: Outside-School Learning, Institutional Quality of Schooling, and \nCross-National Mathematics Achievement. Educational Evaluation and Policy \nAnalysis, 23 (1), 1-17. \nBarkhuizen, G. (2008). An extended positioning analysis of a pre-service teacher’s better \nlife small story. Applied Linguistics, 31(2), 282-300. \nBeijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teacher’s\n professional identity. Teaching and Teacher Education, 20, 107-128. \nBell, A. (1991). The Language of Media. Oxford: Blackwell. \nBell, J. S. (2011). Reporting and publishing narrative inquiry in TESOL: challenges and \nrewards. TESOL Quarterly, 45 (3), 575-584. \nBell, N. D. (2005). Exploring L2 language play as an aid to SLL: A case study of humor in \n NS–NNS interaction. Applied Linguistics, 26(2), 192–218. \nBell, N. D. (2009). Learning about and through humor in the second language classroom. \n Language Teaching Research, 13 (3), 241-258. \nBerger, R. (2013). Now I see it, now I don’t: researcher’s position and reflexivity in \nqualitative research. Qualitative Research. Advance online article. DOI:\n 10.1177/1468794112468475. \nBerkenkotter, C., & Huckin, T. N. (1995). Genre knowledge in disciplinar \n99 \ncommunication: Cognition/culture/power. Hillsdale, NJ: Lawrence Erlbaum \nAssociates. \nBerwald, J. (1992). Teaching French language and culture by means of humor. The French\n Review, 66 (2), 189-200. \nBlase, J. J., & Pajak, E. (1989). The impact of teachers’ personal lives on professional role\n enactment: a qualitative analysis. American Educational Research Journal, 26 (2),\n 283-310. \nBold, C. (2012). Using narrative in research. London: Sage. \nBorg, S. (2006). Teacher cognition and language education: research and practice.\n London: Continuum. \nBourdieu, P. (1977). The economics of linguistic exchanges (trans. R. Nice), Social\n Science of Information, XVI, 6, 645-668. \nBourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and\n research for the Sociology of Education (pp. 241-258). New York: Greenwood. \nBourdieu, P. & Wacquant, L. (1992). An Invitation to Reflexive Sociology. Chicago: The\n University of Chicago Press. \nBourdieu, P. (1967). Systems of education and systems of thought. Social Science \nInformation, 18-358. \nBourdieu, P. (1984) Distinction: a social critique of the judgment of taste. London:\n Routledge & Kegan Paul. \nBourdieu, P. (1991). Language and symbolic power. Cambridge University Press. \nBourdieu, P. (1992). The Rules of Art. Cambridge: Polity Press. \nBourdieu, P. (1993). The field of cultural production. New York: Columbia University\n Press. \nBourdieu, P. (1998). Practical reason. Cambridge: Polity Press. \n100 \nBourdieu, P. (2000). For a Scholarship of Commitment. Profession, 44. \nBraine, G. (Ed.) (1999). Nonnative educators in English language teaching. Mahwah, \n NJ: Lawrence Erlbaum. \nBray, M. (1999). The shadow education system: Private tutoring and its implications for\n planners. Paris: UNESCO/IIEP. \nBray, M., & Koo, R. (Eds.). (2004). Education and society in Hong Kong and Macao:\n Comparative perspectives on continuity and change (2nd ed.). Hong Kong: The\n University of Hong Kong, Comparative Education Research Center. \nBritzman, D. (1994). Is there a problem with knowing thyself? Toward a poststructuralist\n view of teacher identity. In T. Shanahan (Ed.), Teachers thinking, teachers\n knowing (53-75). Urbana, IL: National Council of Teachers of English. \nBrockmeier, J., & Carbaugh, D. (Eds.) (2001). Introduction. In Narrative and identity:\n Studies in autobiography, self and culture (pp.1-22). Amsterdam: John\n Benjamins. \nBruner, J. (1985). Actual minds, possible worlds. Cambridge: Harvard University Press. \nBruner, J. (2001). Self-making and world making. In J. Brockmeier & D. Carbaugh\n (Eds.), Narrative and identity: Studies in autobiography, self and culture (pp.\n 25-37). Amsterdam: John Benjamins. \nBruner, J. (2002). Making stories: Law, literature, and life. New York: Farrar, Strausand\n Giroux. \nBuchmann, C. (2002). Getting ahead in Kenya: social capital, shadow education, and\n achievement. In B. Fuller & E. Hannum (Eds.), Schooling and social capital in\n diverse cultures (pp. 133-159). Amsterdam: JAI Press. \nBucholtz, M., & Hall, K. (2004). Theorizing identity in language and sexuality research.\n Language in Society, 33 (4), 501-547. \n101 \nBueno, E.P., & Caesar, T. (Eds.) (2003). I wouldn’t want anybody to know: Native English\n Teaching in Japan. Tokyo: JPGS Press. \nBusch, D. (2010). Pre-service teacher beliefs about language learning: The secondlanguage \nacquisiti on course as an agent for change. Language Teaching Research, 14 (3), \n318-337. \nBurns, A. & Richards, J. C. (2009) (Eds.). Introduction. In The Cambridge guide to second \nlanguage teacher education (pp. 1-8). Cambridge: Cambridge University Press. \nButler, J. (1993). Bodies that matter: on the discursive limits of sex. New York: \nRoutledge. \nButler, J. (1997). The psychic life of power. Stanford, CA: Stanford University Press. \nCanagarajah, A. S. (1996). From critical research practice to critical research \nreporting. TESOL Quarterly, 29, 320-330. \nCarson, D. A. (1996). The Gagging of God: Christianity Confronts Pluralism. Grand\n Rapids, MI: Zondervan. \nCarspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and \npractical guide. New York: Routledge. \nClandinin, D. J., & Connelly, M. (1995). Teachers’ professional knowledge landscapes. \nNew York: Teachers College Press. \nClandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in \nqualitative research. San Francisco: Jossey-Bass. \nClandinin, D. J., & Huber, J. (2010). Narrative inquiry. In B. McGaw, E. Baker, & P. P. \nPeterson (Eds.), International encyclopedia of education (3rd ed.). New York, \nNY: Elsevier. \nClandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. \nJournal of Teacher Education, 58 (1), 21-35. \n102 \nClarke, M (2008). Language Teacher Identities: co-constructing discourse and community.\n Multilingual Matters. \nClarke, M. (2009). The ethico-politics of teacher identity. Educational Philosophy an \nTheory, 41 (2), 185-220. \nConle, C. (1996). Resonance in pre-service teacher inquiry. American educational \nResearch Journal, 33 (2), 297-325 \nConnelly, F. M., & Clandinin, D. J. (1986). On narrative method, personal philosophy, and \nnarrative unities in the story of teaching. Journal of Research in Science \n Teaching, 23(4), 293–310. \nConnelly, F. M., & Clandinin, D. J. (1994). Telling Teaching Stories. Teacher Education \nQuarterly, 21 (1), 145–158. \nCook, V. (1999). Going beyond the native speaker in language teaching. TESOL \n Quarterly, 33 (2), 185-209. \nCorbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research: techniques and \nprocedures for developing grounded theory. Sage Publications. \nCoˆte´, J. E., & Schwartz, S. J. (2002). Comparing psychological and sociological \napproaches to identity: identity status, identity capital, and the \nindividualizationprocess. Journal of Adolescence, 25, 571–586. \nDaly, K. (1992) Parenthood as problematic: insider interviews with couples seeking to \nadopt. In Gilgun. J. F., Daly. K. & Handel. G. (Eds.). Qualitative Methods in \nFamily Research. Newbury Park, CA: Sage, 103–125. \nDavies, S., & Aurini, J. (2006). The franchising of private tutoring: A view from \nCanada. Phi Delta Kappan, 88(2), 123-128. \nDawson, W. (2010). Private tutoring and mass schooling in East Asia: reflections inequality \nin Japan, South Korea, and Cambodia. Asia Pacific Education Review, 11 (1), \n103 \n14-24. \nDay, C. (2008). Committed for life? Variations in teachers’ work, lives and effectives. \nJournal of Educational Change, 9, 243-260. \nDay, C., & Kington, A. (2008). Identity, well-being and effectiveness: The emotional \ncontexts of teaching. Pedagogy, Culture and Society, 16(1), 7-23. \nDay, C., Sammons, P., Stobart, G., Kington, A., & Hu, Q. (2007). Teachers Matter: \nConnecting lives, work, and effectiveness. England: Open University Press. \nDenzin, N.K. (1978). Sociological Methods. New York: McGraw-Hill. \nDerrida, J. (1981). Positions. Chicago: University of Chicago Press. \nDhunpath, R. (2000). Life history methodology: Narradigm regained. QualitativStudies in \nEducation, 13(5), 543-551. \nDuff, P. A., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and \npractices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486. \nElliott, J. (2005). Using narrative in social research: Qualitative and quantitative \napproaches. London: Sage. \nEricson, F. (1968). Identity: youth and crisis. New York: Norton. \nFlyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative \nInquiry, 12 (2), 219-245. \nFinlay, L. (2002a). Negotiating the swamp: the opportunity and challenge of reflexivity in \nresearch practice. Qualitative Research, 2 (2), 209-230. \nFinlay, L. (2002b). “Outing” the Researcher: The Provenance, Principles and Practice of \nReflexivity. Qualitative Health Research 12 (4), 531-545. \nFisher, P. (2008). Wellbeing and empowerment: the importance of recognition. Sociology \nof Health & Illness, 30 (4), 583-598. \nFlores, M. A., & Day, C. (2005). Contexts which shape and reshape new teachers’ \n104 \nidentities: A multi-perspective study. Teaching and Teacher Education, 22, \n219-232. \nFlores, M. (2001). Person and context in becoming a new teacher. Journal of Education \nfor Teaching, 27 (2), 135-148. \nFoucault, M. (1970). The order of things. London: Tavistock. \nFoucault, M. (1972). The archaeology of knowledge and the discourse on language (A. \nM.S. Smith, trans.). London: Tavistock. \nFoucault, M. (1978). Politics and the study of discourse. Ideology and Consciousness, 3, \n7-26. \nFreeman, D. (1989). Teacher training, development, and decision making: a model of \nteaching and related strategies for language teacher education. TESOL Quarterly, \n23 (1), 27-45. \nFreire, P. (1993). Pedagogy of the oppressed. New York: Continuum Books. \nGalman, S. (2009). Doth the lady protest too much? Pre-service teachers and the \nexperience of dissonance as a catalyst for development. Teaching and Teacher \nEducation, 25(3), 468-481. \nGee, J. P. (1999). An introduction to discourse analysis: theory and practice. \nLondon:Routledge. \nGeorgakopoulou, A. (2007). Small stories, interaction, and identities. Amsterdam, The \nNetherlands: Banjamins. \nGergen, J. K. (2000). The saturated self: Dilemmas of identity in contemporary life \n(Introduction to 2000 edition). NY: Basic Book. \nGiddens, A. (1991). Modernity and self-Identity: Self and society in the late modern \nage. Stanford, CA: Stanford University Press. \nGiroux, H. A. (2004). Cultural Studies, Public Pedagogy, and the Responsibility of \n105 \nIntellectuals. Communication and Critical/Cultural Studies, 1 (1), 59-79. \nGolombek, P., & Jordan, S. T. (2005). Becoming “black lambs” not “parrots”: a \npoststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), \n513- 533. \nGomez, M. L., Walker, A. B., & Page, M. L. (2000). Personal experience as a guide to \nteaching. Teaching and Teacher Education, 16 (7), 731–747. \nGoodson, I. & Cole, A. (1993). Exploring teacher’s professional knowledge. In \nMcLaughlin, D., & Tierney, W. G. (Eds.), Naming silenced lives (pp. 71–94). New \nYork: Routledge. \nGrenfell, M. & Hardy, C. (2003). Field maneuvers: Bourdieu and the young British artists. \nSpace & Culture, 6 (1), 19-34. \nGrenfell, M. & James, D. (2004). Change in the field—changing the field: Bourdieu and \nthe methodological practice of educational research. British Journal of Sociology of \nEducation, 25 (4), 508-523. \nGrenfell, M. (2011). Bourdieu: a theory of practice. In M. Grenfell (Ed.). Bourdieu, \nLanguages and Linguistics. London: Contunuum International Publishing Group. \nGee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. Critical \nperspectives on literacy and education. London: Falmer Press. \nGee, J. P. (2000-2001). Identity as an analytical lens for research in education. Review of \nResearch in Education, 25, 99-125. \nHall, S. (1992). The question of cultural identity. In S. Hall, D. Held, & A. McGrew (Eds.). \nModernity and its futures (pp. 273-325). Cambridge, UK: Polity Press. \nHall, S. (2000). Who needs identity? In P. du Gay & J. Evans (Eds.), Identity: A reader \n(pp.15-30). London, England: Sage. \nHamid, M. O., Sussex, R., & Khan, A. (2009). Private tutoring in English for secondary \n106 \nschool students in Bangladesh. TESOL Quarterly, 43(2), 281-308. \nHan, Z. H. (2004). To be native speaker means not to be a nonnative speaker. Second \nLanguage Research, 20 (2), 166-187. \nHarnisch, D. L. (1994). Supplemental education in Japan: Juku schooling and its \nimplication. Journal of Curriculum Studies, 26 (3), 323-334. \nHawkins, M. & Norton, B. (2009). Critical language education. In A. Burns & J. Richards \n(Eds.), Cambridge guide to second language teacher education (pp. 30-39). \nCambridge: Cambridge University Press. \nHeaney, S. (2009). Seamus Heaney’s Birthday Speech, presented at the Irish Museum for \nModern Art, April 13. Retrieved August 15, 2013, from www.rte.ie/heaneyat70/ \nHinchman, L., & Hinchman, S. (2001). Memory, identity, community. The idea \nofnarrativity in the human sciences. New York: New York University Press. \nHobbs, V., & Kubanyiova, M. (2008). The challenges of researching language teachers: \nWhat research manuals don’t tell us. Language Teaching Research, 12(4), \n495-513. \nHoffman, L. M. (1989). The politics of knowledge: activist movements in medicine and \nplanning. Albany, NY: SUNY Press. \nHonneth, A. (1996). The Struggle for Recognition: the Moral Grammar of Social Conflicts. \nCambridge: Polity Press. \nHonneth, A. (2001) Recognition or redistribution? Changing perspective on the moral \norder of society, Theory, Culture and Society, 18, 2–3, 43–55. \nHonneth, A. (2003) Redistribution as recognition: a response to Nancy. In Fraser, N. & \nHonneth, A. Redistribution or Recognition? A Political-Philosophical Exchange. \nLondon and New York: Verso. \nHo, T. H. (2008). Factors relate to Parent’s Selection for Children in Cram School. \n107 \nUnpublished Master Thesis. \nHsiao, C. T., & Hsiung, T. H. (2010). Dynamic simulation for demand and supply \ndisequilibrium of the secondary English teachers and educational policy in Taiwan. \nEducational Policy Forum, 13(1), 177-205. \nHuang, J. L. (2009). The issues of teacher education on surplus teachers. Secondary \nEducation, 60 (3), 32-36. \nIkaheimo, H., & Laitinen, A. (2007). Analyzing recognition: identification, \nacknowledgement, and recognitive attitudes towards persons. In B. V. D. Brink & D. \nOwen (Eds.), Recognition and power: Axel Honneth and the tradition of critical \nsocial theory. Cambridge: Cambridge University Press. \nJarvis, J. (1992). Using diaries for teacher reflection on in-service courses. ELT Journal, 46 \n(2), 133-143. \nJenkins, J. (2005). Implementing an international approach to English pronunciation: the \nrole of teacher attitudes and identity. TESOL Quarterly, 39 (3), 535-543. \nJenkins, R. (1996). Social identity. London: Routledge. \nJohnston, B. (1997). Do EFL teachers have careers? TESOL Quarterly, 31, 681-712. \nJohnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence \nErlbaum Associates. \nJohnson, K. E. (2006). The sociocultural turn and its challenges for second language \nteacher education. TESOL Quarterly, 40 (1), 235-257. \nJohnson, K. E. (2007). Tracing teacher and student learning in teacher authored narratives. \nTeacher Development, 11 (2), 175-188. \nJohnson, K. E., & Golombek, P. R. (Eds.) (2002). Teachers’ narrative inquiry as \nprofessional development. Cambridge: Cambridge University Press. \nJohnson, K. E., & Golombek, P. R. (Eds.) (2011). Research on second language teacher \n108 \neducation: A sociocultural perspective on professional development. New York, \nNY: Rutledge. \nJorgen, M., & Phillips, L. (2002). Discourse analysis as theory and method. London, \nEngland: Sage. \nJosselson, R. (2007). The ethical attitude in narrative research: principles and practicalities. \nIn D. J. Clandinin (Ed.), Handbook of Narrative Inquiry: Mapping a Methodology \n(pp. 537-566). London: Sage. \nKanno, Y., & Stuart, C. (2011). The development of L2 teacher identity: Longitudinal \ncase studies. Modern Language Journal, 95(2), 236-252. \nKelchtermans, G. (1993). Getting the story, understand the lives: from career stories to \nteachers’ professional development. Teaching & Teacher Education, 9 (5/6), \n443-456. \nKramsch, C. (1997/2003). The privilege of the non-native speaker. PMLA 3, 359–369. \nKramp, K. M. (2003). Exploring life and experience through narrative inquiry. In K. B. \ndeMarrias, & S. D. Lapan (Eds.), Foundations of research: methods of inquiry in \neducation and the social (pp. 103-122). \nKwok, P. (2004). Examination-orientated knowledge and value transformation in East \nAsian schools. Asia Pacific Educational Review, 5 (1), 64-75. \nLave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. \nCambridge: Cambridge University Press. \nLave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. \nCambridge University Press. \nLieblich, A., Tuval-Mashiach, R. & Zilber, T. (1998). Narrative research: reading, \nanalysis, and interpretation. CA: Sage. \nLincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. \n109 \nLippi-Green, R. (1997). English with an accent: language, ideology anddiscrimination in \nthe United States. New York: Routledge. \nLiu, J. (2012). Does cram schooling matter? Who goes to cram schools? Evidence from \nTaiwan. International Journal of Educational Development, 32, 46-52. \nLiu, Y., & Fisher, L. (2006). The development patterns of modern language student \nteacher’s conceptions of self and their explanations about change: Three cases \nTeacher Development, 10, 343-360. \nMaclure, M. (1993). Arguing for your self: identity as an organizing principle inteachers’ \njobs and lives. British Educational Research Journal, 19 (4), 311-322. \nMaguire, P. (1987). Doing participatory research: A feminist approach. Amherst, MA: The \nCenter for International studies, School of Education, University of Massachusetts. \nMarcia, J. E. (1966). Development and validation of ego identity status. Journal of \nPersonality and Social Psychology, 5, 551–558. \nMarkham, A. N. (2004). Internet communication as a tool for qualitative research. In D. \nSilverman (Ed.), Qualitative research: research, method and practice (2nd edition). \nLondon: Sage. \nMaurais, J., & Morris, M. (2003). Languages in a globalizing world. Cambridge: \nCambridge University Press. \nMcCarthey, S. J., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 57 \n(2), 228-238. \nMedgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46 (4), \n340–349. \nMedgyes, P. (2001a). How’s the for fun? The role of humor in the ELT classroom and ELT \nteaching materials. In M. Bax and C. J. Zwart (Eds.), Reflections on Language and \nLanguage Learning: in honor of Arthur van Essen (pp.105-118). Philadelphia, PA: \n110 \nJohn Benjamins. \nMedgyes, P. (2001b). When the teacher is a non-native speaker. In M. Celce-Murcia (Ed.), \nTeaching English as a second or foreign language (pp. 429-442). Boston: Heinle & \nHeinle. \nMenard-Warwick, J. (2011). A methodological reflection on the process of narrative \nanalysis: alienation and identity in the life histories of English language teachers. \nTESOL Quarterly, 45 (3), 564-574. \nMiller, M. (2003). The social fashioning of teacher identities. New York: Peter Lang \nMiller, J. (2004) Identity and language use: the politics of speaking ESL in schools. In A. \nPavlenko and A. Blackledge (eds.), Negotiation of identities in multilingual contexts. \nClevedon: Multilingual Matters. Publishing. \nMiller, J. (2009). Teacher Identity. In Anne. B. & J.C. Richards (Eds.), The Cambridge \nguide to second language teacher education. Cambridge University Press. \nMills, C.W. (1959). The sociological imagination. New York: Oxford University Press. \nMills, S. (2004). Discourse (2nd ed.). London: Routledge.Mishler, E. G. (1999). Storylines. \nCraftartists` Narratives of Identity. Cambridge, Massachusetts: Harvard University \nPress. \nMinistry of Education (2013). Proceedings of Educational Development in Taiwan. \nMinistry of Education, Taipei. \nMitchell, W. J. T. (1981). Foreword. In W. J. T. Mitchell (Ed.), On narrative (pp.vii- x). \nChicago, Chicago University Press. \nMorgan, B. (2004). Teacher Identity as Pedagogy: Towards a Field-Internal \nConceptualisation in Bilingual and Second Language Education. International \nJournal of Bilingual Education and Bilingualism, 7 (2), 172-188. \nMurray, G. (2009). Narrative inquiry. In J. Heigham & R. A. Croker (Eds.), Qualitative \n111 \nresearch in applied linguistics: A practical introduction. London: Palgrave \nMacmillan. \nNasir, N. S., & Saxe, G. B. (2003). Ethnic and academic identities: A cultural practice \nperspective on emerging tensions and their management in the lives of minority \nstudents. Educational Researcher, 32 (5), 14-18. \nNorton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31, \n509-429. \nNorton, B. (2000). Identity and language learning: Gender, ethnicity, and educational \nchange. Harlow, UK: Longman/Pearson Education. \nOlsen, B. (2008). Teaching what they learn, learning what they live: how teachers’ \npersonal histories shape their professional development. Boulder: Paradigm \nPublisher. \nPadgett, D. K. (2008). Qualitative methods in social work research. Thousand Oaks, CA: \nSage. \nPavlenko, A. (2001). Language learning memoirs as a gendered genre. Applied Linguistics, \n2 (22), 213-240. \nPavlenko, A. (2003) "I never knew I was a bilingual": reimagining teacher identities in \nTESOL. Journal of Language, Identity, and Education, 2 (4), 251-268. \nPaikeday, T. (1985). The native speaker is dead! Toronto: Paikeday Publishing. \nPark, J. K. (2009). ‘English fever’ in South Korea: its history and symptoms. English Today, \n25 (1), 50-57. \nParker, Z. (1998). PhD students and the auto/biographies of their learning. In M. Erben \n(Ed.), Biographies and education: A reader (pp. 116-129). London: Falmer Press. \nPavlenko, A. (2003) "I never knew I was a bilingual": reimagining teacher identities in \nTESOL. Journal of Language, Identity, and Education, 2 (4), 251-268. \n112 \nPennycook, A. (1994). The cultural politics of English as an international language. \n London: Longman. \nPhelan, A. (2010). Bound by recognition: some thoughts on professional designation for \nteachers. Asia-Pacific Journal of Teacher Education, 38 (4), 317-329. \nPhillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press. \nPhillipson, R. (2003). English-only Europe. Challenging language policy. London: \nRoutledge. \nPolkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany: State \nUniversity of New York Press. \nPolkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. Hatch & R. \nWisniewsky (Ed.) Life history and narrative (pp.5-24). London: The Falmer Press. \nPolkinghorne, D. E. (2007). Validity issues in narrative research. Qualitative Inquiry, 13, \n(4), 471-486. \nPopa, S. & Acedo, C. (2006). Redefining Professionalism: Romanian Secondary Education \nTeachers and the Private Tutoring System. International Journal of Educational \nDevelopment 26 (1), 98–110. \nPsacharopoulos, G. & Patrinos, H. A. (2004). Returns to investment in education: a further \nupdate. Education Economics, 12(2), 111-134. \nRaffo, C., & Hall, D. (2006). Transitions to becoming a teacher on an initial teacher \neducation and training programme. British Journal of Sociology of Education, 27 \n(1), 53-66. \nRamani, E. (1987). Theorizing from the classroom. ELT Journal, 41 (1), 3-11. \nRampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation, and \ninheritance. ELT Journal, 44 (2), 97–101. \nReeves, T. (1996). A hopefully humble paradigm review. ITFORUM Digest, 21 February \n113 \n1996, online, available at: http://itech1cou.uga.edu/itforum (accessed on 28 Aug, \n2012). \nRichards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University \nPress. \nRichardson, V. (1994). Teacher change and the staff development process. New York: \nTeachers College Press. \nRicoeur, P. (1983). On Interpretation. In Alan, M (Ed.), Philosophy in France Today \n(pp.175–97). Cambridge: Cambridge University Press. \nRiessman, C. K. (1993). Narrative analysis. Newbury Park, CA: Sage. \nRijswijk, M. M. V., & Akkerman, S. F., & Koster, B. (2013). Student teachers’ internally \npersuasive borderland discourse and teacher identity. International Journal for \nDialogical Science, 7 (1), 43-60. \nRots, I. (2010). Teacher education and the choice for the teaching profession (Unpublished \ndoctoral dissertation). University of Ghent, Belgium. \nSarup, M. (1998). Identity, culture, and the postmodern world. Athens, GA: University of \nGeorgia. \nSchmitz, J. R. (2002). Humor as a pedagogical tool in foreign language and translation \ncourses. Humor: International Journal of Humor Research, 15 (1), 89-113. \nSeidman, I. E. (1991). Interviewing as Qualitative Research. A Guide for Researchers in \nEducation and the Social Sciences. New York: Teachers College Press. \nSmythe, W. E., & Murray, M. J. (2000). Owning the story: Ethical considerations in \nnarrative research. Ethics & Behavior, 10 (4), 311-336. \nSparkes, A. (2003) ‘Editorial’, Auto/Biography, XI (1and 2). \nSullivan, P. N. (2000). Playfulness as mediation in communicative language teaching in a \nVietnamese classroom. In J. P. Lantolf (Ed.), Sociocultural Theory and \n114 \nSecond Language Learning (pp. 115-132). Oxford: Oxford University Press. \nSugrue, C. (1997). Student teachers’ lay theories and teaching identities: Their implications \nfor professional development. European Journal of Teacher Education, 20(3), \n213–225. \nSwanson, P. B. (2013). Spanish teachers’ sense of humor and student performance on the \nnational Spanish exams. Foreign Language Annals, 46 (2), 146-156. \nSwartz, L. (1994). Reading response journals: One teacher`s research. In G. Wells (Ed.), \nChanging schools from within: Creating communities of inquiry (pp. 22-128). \nToronto, ON: OISE Press. \nTaylor, C. (1989). Sources of the Self: The Making of the Modern Identity. Cambridge: \nCambridge University Press. \nTaylor, C. (1994). Multiculturalism: Examining the Politics of Recognition. Princeton: \nPrinceton University Press. \nTaylor, C. (1995). Philosophical Arguments. London: Harvard University Press. \nThomson, P. (2008). Field. In M. Grenfell (Ed.), Pierre Bourdieu: key concepts (pp.67-81). \nUK: Acumen Publishing. \nToohey, K. (2000). Learning English at school: Identity, social relations and classroom \npractice. Clevedon: Multilingual Matters. \nTrent, J. (2012). The discursive positioning of teachers: native-speaking English teachers \nand educational discourse in Hong Kong. TESOL Quarterly, 46 (1), 104-126. \nTripp, D. (1994). Teachers lives, critical incidents, and professional practice. Qualitative \nStudies in Education, 7, 65-76. \nTsu, A. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. \nTESOL Quarterly, 41(4), 657-680. \nTully, J. (2000). Struggles over recognition and distribution. Constellations, 7, 469-482. \n115 \nTully, J. (2004) ‘Recognition and dialogue: The emergence of a new field’, Critical Review \nof International, Social and Political Philosophy, 7(3), 84–106. \nvan Dam, J. (2002). Ritual, face, and play in a first English lesson: bootstrapping a \nclassroom culture. In C. Kramsch (Ed.), Language acquisition and language \nsocialization (pp. 237–65). New York: Continuum. \nVarghese, M. (2001). Professional development as a site for the conceptualization and \nnegotiation of bilingual teacher identities. In B. Johnston & S. Irujo (Eds.), Research \nand practice in language teacher education: Voices from the field (pp.213-232). \nMinneapolis: University of Minnesota, Center for Advanced Research in Second \nLanguage Acquisition. \nVarghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing Language \nTeacher Identity: Three perspective and beyond. Journal of Language, Identity, and \nEducation, 4 (1), 21-44. \nven den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of \nEducational Research, 72 (4), 577-625. \nWard, G. (1997). Postmodernism. Illinois. \nWalker, J. (2001). Client views of TESOL service: expectations and perceptions. The \nInternational Journal of Educational Management, 15(4), 187-196. \nWebster, L., & Mertova, P. (2007). Using Narrative Inquiry as a research method: an \nintroduction to using critical event narrative analysis in research on teaching and \nlearning. London: Routledge \nWeedon, C. (1997). Feminist practice and poststructuralist theory. Oxford: Blackwell \nPublishing. \nWeedon, C. (2004). Identity and culture: narratives of difference and belonging. England: \nOpen University Press. \n116 \nWeigle, S. C., Nelson, G. L. (2004). Novice tutors and their ESL tutees: Three casestudies \nof tutor roles and perceptions of tutorial success. Journal of Second Language Writing, \n13, 203-225. \nWitherell, C. S., & Noddings, N. (Eds.). (1991). Stories lives tell: Narrative and dialogue \nin education. New York: Teachers College Press. \nWong, C. Y. (2009). Are native speakers “good” language instructors? A case study of \nuntrained ESL tutors. ARECLS, 6, 122-140. \nWu, L. F. (1993). Cram schooling for elementary students. Report of Humanities and \nEducation Foundation, 43, 12-18. Mahwah: Lawrence Erlbaum Associates. \nZembylas, M. (2003). Emotions and teacher identity: A poststructural \nperspective. Teachers and Teaching: Theory and Practice, 9, 213-238. \nZhao, S., Grasmuck, S., & Martin, J. (2008). Identity construction on Facebook: Digital \nempowerment in anchored relationships. Computers in Human Behavior, 24 (5), \n1816-1846.zh_TW