Author(s)

Runjuan Qin ¹

Affiliation(s)

¹ Guilin Tourism University, Guilin, 541001, Guangxi, China

Corresponding Author

Runjuan Qin

ABSTRACT

The article explores the difficulties when the three ESP teachers of a Chinese tourism university construct their identities and tries to answer: "what are the challenges and difficulties during the English teachers construct their ESP teacher identities?" In this study, three ESP teachers from the tourism university were interviewed. The questions of interviews are designed based on Pennington's teacher identity model. The result shows that the participants’ becoming ESP teachers are complex processes of transforming professional practices and constructing professional identities. The article studies struggle of ESP teachers’ identity and display the difficulties of becoming an ESP teacher in a tourism university in the specific context about tourism.

KEYWORDS

ESP Teachers, Identity Construction, Difficulties, Tourism

CITE THIS PAPER

Runjuan Qin. ESP Teachers' Difficulties during Identity Constructions in a Chinese Tourism University. Curriculum and Teaching Methodology (2021) 4: 46-48. DOI: http://dx.doi.org/10.23977/curtm.2021.040509

REFERENCES

[1] Pennington, C. Teacher identity in TESOL: A frames pespective. Abington: Routledge, 2014.
[2] Lim, H. Concept maps of Korean EFL student teacher’s autobiographical reflections on their professional identity formation. Teaching and Teacher Education. 2011,27(6):969-981.
[3] Dsnielewicz, J. Identity, pedagogy, and teacher preparation. New York: State University of New York Press, 2011.
[4] Lasky, S. Sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education. 2005,21(8):899-916.
[5] Ferrel, T. Exploring the professional role identities of experienced ESL teachers through reflective practice. System. 2011,39(1):54-62.

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