Discourse of temporary English Language teachers: identity and representation

Authors

  • Silvelena Cosmo Dias

Keywords:

English language teacher, classification test, identity, representation.

Abstract

This study aims at identifying the traces of constitutive identity of teacher/subject – temporary English Language teachers – that come from their discourses on classified test about the new Curricular Propose. This work is based on the theory and methodology of French current Discourse Analysis and it has as focus the concept of identity according to Hall (2006); and Coracini (2003, 2007). To collect our corpus, we interviewed three teachers of two public
schools. The work intended to verify what representations the teachers made of themselves for being evaluated by the public institution, what representations they made of the test and the government that uses it as a criterion to distribute classes. By the answers of the interview, we could obtain relevant information about the identity construction process of the English Language
teachers, and capture only fragments of identification. In this way, we conclude that teacher/ subject have their identities fragmented in process of construction and reconstruction.

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Published

2016-04-04

How to Cite

Dias, S. C. (2016). Discourse of temporary English Language teachers: identity and representation. Estudos Linguísticos (São Paulo. 1978), 40(3), 1587–1596. Retrieved from https://revistas.gel.org.br/estudos-linguisticos/article/view/1280

Issue

Section

Análise do Discurso