小故事、大空间:课堂叙事中的外语教师身份协商

The Great Potential Within Small Stories:Foreign Language Teachers’Identity Negotiation in Classroom Narratives

课堂叙事是教师开展教学、协商身份的重要话语实践。本研究通过对一位中学英语教师的课堂叙事案例进行分析发现,课堂叙事中的教师身份协商受宏观与即时教学语境的影响,并趋于以多模态化方式赋予教师三个身份层面上的话语协商空间。研究表明,课堂叙事能够为教师个体经验反思以及个体与社会间的交互磨合提供话语路径,也有助于教师发挥个体能动性,协商建构契合社团机构期许与自我价值追求的教师身份。本研究对外语教师身份研究具有一定的启示意义。

Classroom narratives are important discursive practice for teachers to carry out classroom instruction and identity negotiation.Through case analysis,this study on the identity negotiation of a middle school English teacher in a classroom narrative found that,influenced by both the macro and immediate teaching contexts,classroom narratives endowed the teacher with a three-level discursive space for identity negotiation,in the form of multi-modality.It reveals that classroom narratives can provide teachers a discursive path to realize their individual experience reflection as well as their interaction with society,and also help them to give full play to their individual agency and construct a teacher identity that fits the expectations of the organization and the pursuit of self-worth.The study has some implications for foreign language teachers’identity research.