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Understanding identity tension from the identity-in-discourse framework: Early-career academics in applied linguistics in China | ||
| Iranian Journal of Language Teaching Research | ||
| دوره 12، شماره 1، اردیبهشت 2024، صفحه 149-168 اصل مقاله (676.38 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2024.121423 | ||
| نویسنده | ||
| Mark Feng Teng* | ||
| Faculty of Languages & Translation, Macao Polytechnic University, Macao | ||
| چکیده | ||
| The vast majority of Chinese universities have embraced higher education reform that emphasizes a “publish or perish” ideology. This brings challenges to the early-career academics, especially those working in language-related field. This paper employs a multiple case study to explore the identity tension of early career academics in applied linguistics. The three cases had diverse backgrounds and demonstrated different identity trajectories. Data were triangulated through narrative frames, interviews, and documents. Data analysis was conducted using an inductive approach that focused on interpreting the underlying meanings within the data, drawing upon relevant theoretical frameworks for guidance. The findings revealed an array of identity options (e.g., “temporary worker”, “blind follower”, “green pepper”, “leek”). The factors that shaped the identity construction included the shifting value of being a teacher and researcher, intensified “publish-or-perish” ideology, and changing institutional and societal systems and requirements. Implications on teacher development for early-career academics in applied linguistics were proposed based on the findings. | ||
| کلیدواژهها | ||
| identity؛ discourse؛ identity tension؛ identity-in-discourse؛ teacher development | ||
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آمار تعداد مشاهده مقاله: 322 تعداد دریافت فایل اصل مقاله: 551 |
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