"I Want a Beautiful Life": Divergent Chronotopes in English Language Teacher Education

Autor/in	Aydarova, Elena
Titel	"I Want a Beautiful Life": Divergent Chronotopes in English Language Teacher Education
Quelle	In: Critical Inquiry in Language Studies, 14 (2017) 4, S.263-293 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aydarova, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2016.1254558
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Educational Change; Aesthetics; College Faculty; Ethnography; Occupational Mobility; Faculty Mobility; Educational Cooperation; International Cooperation; English (Second Language); Teacher Education Programs; Foreign Countries; Teacher Attitudes; Student Attitudes; College Students; Qualitative Research; Interviews; Focus Groups; Russia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Bildungsreform; Ästhetik; Fakultät; Ethnografie; Berufliche Mobilität; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Lehrerverhalten; Schülerverhalten; Collegestudent; Qualitative Forschung; Interviewing; Interviewtechnik; Russland
Abstract	Research on second language teacher education (SLTE) has focused on the processes, practices, and contexts of teachers' learning to teach. The interaction between SLTE and the broader sociopolitical processes has received less attention. To address this gap, the author explores how SLTE programs in Russia have become positioned at the intersections of transnational educational reforms, such as the Bologna Process, and global cultural flows of migration. Drawing on a multisited critical ethnography, the author analyzes how faculty members and students appropriate SLTE spaces based on their divergent chronotopes (Bakhtin, 1981) and orientations toward English. Although faculty adhere to an aesthetic orientation of taking trips to the imaginary West, many SLTE students follow an instrumental approach of using SLTE spaces to gain linguistic capital for professional and geographic mobility. These contradictory orientations and divergent chronotopes create frictions within programs. As a result of students' pursuit of a better life elsewhere, SLTE programs fail to fulfill their primary mission of preparing English teachers for schools. The significance of this study lies in expanding the focus of inquiry on SLTE and introducing new lens through which to examine the contradictions that emerge in language learning spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01