{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/5295"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/5295","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"On Being an ESL Teacher in Saskatchewan: Exploring Professional Identity Using Metaphor Analysis","abstract":"This inquiry is an exploration of the professional metaphors ESL teachers in Saskatchewan choose to conceptualize and position themselves as language teachers. By situating the metaphors narratively, within a collective case study, the ways in which they are (in-)formed by experiences as students (the apprenticeship of observation), teachers, and Others are revealed. With the understanding that teacher knowledge is largely tacit and that cultural Othering (native-speakerism) in TESOL persists, this inquiry demonstrates how metaphor analysis can contribute to the reflective practices and professional development of teachers. Key words: metaphor, narrative, identity, TESOL, Othering","abstract_html":"This inquiry is an exploration of the professional metaphors ESL teachers in Saskatchewan choose to conceptualize and position themselves as language teachers. By situating the metaphors narratively, within a collective case study, the ways in which they are (in-)formed by experiences as students (the apprenticeship of observation), teachers, and Others are revealed. With the understanding that teacher knowledge is largely tacit and that cultural Othering (native-speakerism) in TESOL persists, this inquiry demonstrates how metaphor analysis can contribute to the reflective practices and professional development of teachers. 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