From Social Identity to Professional Identity
Issues of Language and Gender
Bibliographic Data
| ID | 8936136 |
|---|---|
| Authors | Gloria Vélez‐Rendón (Purdue University Northwest, corresponding author) |
| Year | 2010 |
| Volume | 43 |
| Issue | 4 |
| Pages | 635-649 |
| Publication date | 2010-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2010.01113.x |
| OpenAlex | W2129875035 |
| Language | EN |
| Citations received | 15 |
| References cited | 31 |
This study draws from sociocultural theory to examine how biographical factors interplay with contextual factors to shape the professional identity of a Spanish language teacher candidate. Specifically, it explores the student teaching experience of Marcos, a 30‐year‐old language teacher candidate from South America. Analysis of the data reveals that in forging his professional identity, the participant appropriates discourses that place high value on native speakerness and male authority. While this allows him to claim legitimacy as a Spanish language teacher, it also leads him to assume a taken‐for‐granted view of both subject matter knowledge and classroom management skills, precluding his development as a teacher. Implications derived from this study call for a critical language teacher education that provides tools for examining unquestioned assumptions about language and gender ideologies, expanding identity options, and fostering professional agency
Agency (philosophy · Identity (music · Ideology · Legitimacy · Pedagogy · Political science · Professional development · Social science · Sociocultural evolution · Sociology · Teacher education · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Career Paths in Educational Leadership
Research on the Professional Development Attitude of Minority English Teachers
Finding a Balance between Diversity and Target Language
Evolutionary Review of Teacher Agency Research Over the Past 22 Years (2003–2024)
Pre-Service Teachers’ Learning about Language Learning and Teaching
It Takes Time for Language to Change”
The Translingual Identity Development of Two California Teachers
Language Teacher Identities in the Southern United States
Empowerment and transformation
Investigating connections between teacher identity and pedagogy in a content-based classroom
From college composition to ESL
Language teacher development in a narrative frame
The native speaker fallacy in a U.S. university Japanese and Chinese program
Learning to Teach a Foreign Language
The presence and absence of race in world language education literature
Non-native educators in English language teaching
Teacher Identity Discourses
Critical Pedagogies and Language Learning
Identity and Language Learning
Second Language Teacher Education
Critical multiculturalism and second language education
I Never Knew I Was a Bilingual
Inside and outside
Reconceptualizing the Knowledge-Base of Language Teacher Education
Teacher Development and National Standards for Spanish as a Heritage Language
Foreign Language Teacher Education
From Student to Teacher
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Theorizing Language Teacher Identity
Passing for a native speaker
TheNative Speaker
Situated Learning
| Unique citing works | 15 |
|---|---|
| Citations per year | 1,15 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 15 |