An Arts-Informed Teacher Identity for Intercultural Language Teaching
- Publisher:
- Springer
- Publication Type:
- Chapter
- Citation:
- Theory and Practice in Second Language Teacher Identity: Researching, Theorising and Enacting, 2022, 57, pp. 89-102
- Issue Date:
- 2022-01-01
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
| Harbon in Sadeghi volume chapter final Oct 2021.pdf | Accepted Version | 243.15 kB |
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This chapter argues that a language teacher's identity develops in a particular way when the teacher embeds an intercultural orientation and an arts-informed pedagogical approach in their teaching of languages and cultures. An intercultural language education curriculum enhanced by an arts-informed pedagogy (Forehand, J Philos Hist Educ 58:77-82, 2008; Piazzoli, Embodying language in action: the artistry of process drama in second language education. Palgrave Macmillan, London, 2018; Shier, Foreign Lang Ann 23:301-314, 1990) can allow language teachers to prepare their learners to mediate meaning and 'absorb' perspectives (Bresler, The Routledge international handbook of intercultural arts research. Routledge, London, 2016). As the idea of 'intercultural', or the "language-culture nexus" (Risager, Language and culture: global flows and local complexity. Multilingual Matters, Clevedon, 2006, p. 185), is a dynamic notion, presumably a creative dynamism resulting from arts integrated with languages will result in richer teaching and learning. The claim "who I am is how I teach" (Farrell, Reflections on language teacher identity research. Routledge, New York and London, 2017, p. 183) refers to the close relationship between teacher identities and their personal and professional lives (Barkhuizen, Reflections on language teacher identity research. Routledge, New York and London, 2017). If the language teacher's identity is shaped by artistic and creative ways of knowing, then intercultural teaching and learning of languages may be oriented in that way. This chapter proposes that understanding teachers' arts-oriented identities can result in both teachers and learners acting as intercultural mediators (Witte, Blending spaces: mediating and assessing intercultural competence in the L2 classroom. De Gruyter Mouton, Boston/Berlin, 2014) in the 'interpretive zones' (Bresler, The Routledge international handbook of intercultural arts research. Routledge, London, 2016) between the two ( or more) languages and cultures in teachers' and learners' repertoires.
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