Language teaching in the ‘third space’: Identity trajectories and professional development needs

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dc.contributor.author Mendieta, Jenny
dc.contributor.author Rütti-Joy, O
dc.date.accessioned 2023-03-03T01:53:47Z
dc.date.available 2023-03-03T01:53:47Z
dc.date.issued 2023-02-06
dc.identifier.citation (2023). Language Teaching Research Quarterly, 33, 99-114.
dc.identifier.uri https://hdl.handle.net/2292/63073
dc.description.abstract As Pennington and Richards (2016) observe, a teacher’s sense of what it means to be a teacher is created interactively with the knowledge base and identity of the larger field. Technological developments and unprecedented societal change have recently, however, rendered the teaching profession more complex and diverse. This is particularly evident in higher education settings, where clear divisions between professional and academic areas are increasingly blurred. The breaking down of strict boundaries between professional domains gives rise to a “third space” (Whitchurch, 2008), which staff, including language teachers, must learn to navigate. Reconstructing their identities in highly dynamic third spaces can place language teachers in liminal states of inbetween-ness and ambiguity (Beech, 2011), where negotiating stable identities becomes especially demanding. While language teacher identity in the context of higher education has been widely discussed, the implications of transitioning into ‘third space’ settings for language teachers’ identities have received less attention. Adopting a theorising from practice approach (Richards, 2016), in this reflective autoethnographic article, we examine our shifting language teacher identities as we seek to successfully navigate ‘third space’ work environments in New Zealand and Switzerland. We use critical reflection to explore how our professional identities have evolved as we switched from relatively ‘bounded’ language teaching roles to more fluid and dynamic ‘third space’ positions. Further, we discuss the role of professional development as enablers (or inhibitors) of our evolving language teacher identities as we moved into roles that diverged from what we had initially trained for. Lastly, we relate these reflections to suggestions for professional development that could help language teachers better respond to the demands of an increasingly diversified and complex profession.
dc.relation.ispartofseries Language Teaching Research Quarterly
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.title Language teaching in the ‘third space’: Identity trajectories and professional development needs
dc.type Journal Article
dc.identifier.doi 10.32038/ltrq.2023.33.05
pubs.begin-page 99
pubs.volume 33
dc.date.updated 2023-02-06T20:27:07Z
dc.rights.holder Copyright: The authors en
pubs.end-page 114
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article
pubs.elements-id 949804
pubs.record-created-at-source-date 2023-02-07
pubs.online-publication-date 2023-02-06


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