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Chapter 4. Teachers’ identity and agency in L2 pragmatics

Supporting teachers’ translingual identity as pedagogy through narratives
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Abstract

To support multilingual speakers in drawing on their hybrid resources effectively, language teachers must embrace their own translingual practices and become critically aware of their multiple identities (Zheng, 2017). Teachers of second language (L2) pragmatics can do this by enhancing their metapragmatic awareness (McConachy, 2018). In this chapter, we uncover how two language teachers and a teacher educator collaboratively constructed this metapragmatic awareness and its application to pedagogy in and beyond a teacher development Summer Institute focused on L2 pragmatics offered remotely through a United States (U.S.) state university. Through narrative inquiry into the dialogic data collected following the Institute, we closely reflected on the Institute discussions to rediscover the translingual identities that permeated the pragmatic and pedagogical decisions the two teachers made in their translingual lives. As implications of this study, we explore ways in which language teachers can strategically deploy translingual identities as pedagogy.

Abstract

To support multilingual speakers in drawing on their hybrid resources effectively, language teachers must embrace their own translingual practices and become critically aware of their multiple identities (Zheng, 2017). Teachers of second language (L2) pragmatics can do this by enhancing their metapragmatic awareness (McConachy, 2018). In this chapter, we uncover how two language teachers and a teacher educator collaboratively constructed this metapragmatic awareness and its application to pedagogy in and beyond a teacher development Summer Institute focused on L2 pragmatics offered remotely through a United States (U.S.) state university. Through narrative inquiry into the dialogic data collected following the Institute, we closely reflected on the Institute discussions to rediscover the translingual identities that permeated the pragmatic and pedagogical decisions the two teachers made in their translingual lives. As implications of this study, we explore ways in which language teachers can strategically deploy translingual identities as pedagogy.

Chapters in this book

  1. Prelim pages i
  2. Dedication v
  3. Table of contents vii
  4. Acknowledgements ix
  5. List of contributors xi
  6. Foreword xvii
  7. Introduction
  8. Chapter 1. L2 pragmatics in action 3
  9. Part I. Teachers
  10. Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
  11. Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
  12. Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
  13. Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
  14. Part II. Learners
  15. Chapter 6. Proficiency effects on L2 pragmatics 145
  16. Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
  17. Chapter 8. Task motivation effects on L2 pragmatics 191
  18. Chapter 9. Language attitude effects on L2 pragmatics 215
  19. Part III. Teaching-learning in action
  20. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
  21. Chapter 11. Usage-based approach to teaching L2 pragmatics 267
  22. Chapter 12. A concept-based approach to teaching L2 pragmatics 293
  23. Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
  24. Index 341
L2 Pragmatics in Action
This chapter is in the book L2 Pragmatics in Action
https://doi.org/10.1075/lllt.58.04ish

Chapters in this book

  1. Prelim pages i
  2. Dedication v
  3. Table of contents vii
  4. Acknowledgements ix
  5. List of contributors xi
  6. Foreword xvii
  7. Introduction
  8. Chapter 1. L2 pragmatics in action 3
  9. Part I. Teachers
  10. Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
  11. Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
  12. Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
  13. Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
  14. Part II. Learners
  15. Chapter 6. Proficiency effects on L2 pragmatics 145
  16. Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
  17. Chapter 8. Task motivation effects on L2 pragmatics 191
  18. Chapter 9. Language attitude effects on L2 pragmatics 215
  19. Part III. Teaching-learning in action
  20. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
  21. Chapter 11. Usage-based approach to teaching L2 pragmatics 267
  22. Chapter 12. A concept-based approach to teaching L2 pragmatics 293
  23. Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
  24. Index 341
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