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How ESL Teachers’ Sociocultural Identities Mediate Their Teacher Role Identities in a Diverse Urban School Setting

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Abstract

English-as-a-second language (ESL) teachers’ sociocultural identities and teacher role identities are posited to be deeply rooted in their personal histories. Yet, this being the case, how ESL teachers interpret, negotiate and construct their identities in the pedagogical process remains underexplored. This study is an exploration of the influences of teachers’ social, linguistic, cultural, and educational backgrounds on the conception of their roles as ESL educators. Fifty-seven teachers from inner-city high schools in Los Angeles responded to a questionnaire and interviews and provided self-written perspectives on how their personal histories mediated their pedagogical practices. Results indicated that the ESL teachers’ sociocultural identities significantly shape their pedagogical practices. The implications of the findings are discussed.

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Acknowledgments

I am indebted to an anonymous reviewer who provided incisive and insightful comments that helped to enhance the quality of this paper.

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Authors and Affiliations

  1. Language/Literacy Education, Division of Education, San Diego State University, Calexico, CA, 92231, USA

    Lasisi Ajayi

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  1. Lasisi Ajayi
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Correspondence to Lasisi Ajayi.

Appendices

Appendix: Questionnaire

This survey is designed to better understand how teachers’ school environment interacts with their personal histories to construct how they see themselves as ESL professionals. Therefore, your participation in this study will be highly appreciated.

This is an anonymous study with no verifiable personal information. The data collected will be used only for summative and analytical purposes. It is important that you respond to all questions in the survey. There is no right or wrong answer. If you have questions about how to complete this survey, please, ask the researcher for assistance.

Part 1: Biographical Information (please, circle 1 option in 1–11 below).

  1. (1)

    Name of Your School:

  2. (2)

    School: Middle High

  3. (3)

    Grade Level(s) You Are Teaching:

  4. (4)

    Gender: Female Male

  5. (5)

    Age:

  6. (6)

    Years of Teaching ESL:

  7. (7)

    How many languages do you speak? (a) 1 (b) 2 (c) 3 (d) 4 or More

  8. (8)

    Circle the languages that you speak (you can choose more than one)

    • (a) English (b) Spanish (c) French (d) Vietnamese (e) Cantonese (f) Others: (please name them).

  9. (9)

    What sub-culture(s) do you identify with?

    • (a) White (Euro–American) (b) Hispanic–American (c) Hispanic (d) African–American (e) Asian–American (f) Others (please name them):

  10. (10)

    What is your highest degree?

    • (a) B.A. (b) M.A. (c) Ph. D. (d) Others (please specify):

  11. (11)

    What type of credential do you have to teach ESL students?

    • (a) CLAD (b) BCLAD (c) ESL (d) Others:

Interview Questions

  1. (12)

    How does your ethnic and cultural background shape your view of yourself as an ESL teacher?

  2. (13)

    How do your ethnic and cultural identities influence your instructional practices?

  3. (14)

    How do you use your cultural and ethnic identity to mediate understanding ESL students’ needs, interests, and concerns?

  4. (15)

    How do you use your background to understand your students’ social-cultural identities?

  5. (16)

    Comment on issues, if any, relating to your ethnic and cultural background that is of interest to you regarding ESL teaching and learning that may not have been covered in this part.

Self-written Perspective Essay Questions

(Please, reflect on your own ethnic and cultural backgrounds and briefly comment on how such influence your pedagogical decisions regarding the following important curricula issues):

  1. (17)

    Your classroom teaching practices.

  2. (18)

    The English language curriculum you teach.

  3. (19)

    The textbooks and instructional materials for teaching your students.

  4. (20)

    Your social and academic relationships with your students.

  5. (21)

    Teaching adolescent Hispanic English language learners

  6. (22)

    The teacher education preparation program you passed through

  7. (23)

    Your school policy, curriculum and teaching strategies

  8. (24)

    Please, comment on any issue(s) of interest to you on ESL teaching/learning which may not have been covered in this part.

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Ajayi, L. How ESL Teachers’ Sociocultural Identities Mediate Their Teacher Role Identities in a Diverse Urban School Setting. Urban Rev 43, 654–680 (2011). https://doi.org/10.1007/s11256-010-0161-y

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  • DOI: https://doi.org/10.1007/s11256-010-0161-y

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