{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/108355"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/108355","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Polycentricity and agency in the construction of expatriate teacher identity and pedagogical practice","abstract":"Expatriate language teachers are often located at the nexus of two or more ideological systems with conflicting educational and linguistic values (Eusafzai, 2015; Scotland, 2014). These conflicts in values along with the more immediate pressure of working within a foreign education institution affect (i) how teachers construct their identities as educators and professionals (Bailey, 2015; Chestnut, 2016; Nielsen, 2014; Romanowski & Nasser, 2015) and (ii) their pedagogy (Scotland, 2014). In this study, using data from semi-structured interviews, focus groups, and university classroom observations and recordings, I examine: 1) the micro, meso, and macro level factors that influence the identities, classroom pedagogies, and classroom language practice of expatriate teachers in South Korea, and 2) how these teachers discursively navigate these conflicting forces in and across levels in the agentive construction of their language teacher identity and in their classroom language practices. Drawing from studies of the sociolinguistics of globalization (Blommaert, 2010), I combine the notion of polycentricity with the Douglas Fir Group’s (2016) framework for SLA to better understand teacher agency in the construction of teacher identity and in classroom language practices.","abstract_html":"Expatriate language teachers are often located at the nexus of two or more ideological systems with conflicting educational and linguistic values (Eusafzai, 2015; Scotland, 2014). These conflicts in values along with the more immediate pressure of working within a foreign education institution affect (i) how teachers construct their identities as educators and professionals (Bailey, 2015; Chestnut, 2016; Nielsen, 2014; Romanowski & Nasser, 2015) and (ii) their pedagogy (Scotland, 2014). In this study, using data from semi-structured interviews, focus groups, and university classroom observations and recordings, I examine: 1) the micro, meso, and macro level factors that influence the identities, classroom pedagogies, and classroom language practice of expatriate teachers in South Korea, and 2) how these teachers discursively navigate these conflicting forces in and across levels in the agentive construction of their language teacher identity and in their classroom language practices. Drawing from studies of the sociolinguistics of globalization (Blommaert, 2010), I combine the notion of polycentricity with the Douglas Fir Group’s (2016) framework for SLA to better understand teacher agency in the construction of teacher identity and in classroom language practices.","abstract_has_math":false,"creators":["Greenfield, Anita K"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Bhatt, Rakesh M"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-27T00:51:36Z","date_published":"2020-08-27T00:51:36Z","updated_at":"2026-07-22T22:24:48Z","subjects":["expatriate teacher, polycentricity, agency, identity"],"languages":["en"],"rights":["Copyright 2020 Anita Greenfield"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/108355","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bhatt, Rakesh M"]},{"key":"dc:creator","label":"Author","values":["Greenfield, Anita K"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-08-27T00:51:36Z","2022-08-27T00:51:40Z","2020-05-15","2020-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["expatriate teacher, polycentricity, agency, identity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Anita Greenfield"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/108355"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Expatriate language teachers are often located at the nexus of two or more ideological systems with conflicting educational and linguistic values (Eusafzai, 2015; Scotland, 2014). These conflicts in values along with the more immediate pressure of working within a foreign education institution affect (i) how teachers construct their identities as educators and professionals (Bailey, 2015; Chestnut, 2016; Nielsen, 2014; Romanowski & Nasser, 2015) and (ii) their pedagogy (Scotland, 2014). In this study, using data from semi-structured interviews, focus groups, and university classroom observations and recordings, I examine: 1) the micro, meso, and macro level factors that influence the identities, classroom pedagogies, and classroom language practice of expatriate teachers in South Korea, and 2) how these teachers discursively navigate these conflicting forces in and across levels in the agentive construction of their language teacher identity and in their classroom language practices. 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Drawing from studies of the sociolinguistics of globalization (Blommaert, 2010), I combine the notion of polycentricity with the Douglas Fir Group’s (2016) framework for SLA to better understand teacher agency in the construction of teacher identity and in classroom language practices.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2022-05-01","The student, Anita Greenfield, accepted the attached license on 2020-05-14 at 23:04.","The student, Anita Greenfield, submitted this Thesis for approval on 2020-05-14 at 23:12.","This Thesis was approved for publication on 2020-05-15 at 16:27.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15407 on 2020-08-25 at 17:45:14","Made available in DSpace on 2020-08-27T00:51:36Z (GMT). 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