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All Journal JOLLT Journal of Languages and Language Teaching English Language Education Reviews
Dwi Budidarma Sutrisno
Arizona State University
Education Languange, Linguistic, Communication & Media

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“I am NNEST and I am proud”: Narrative Exploration of ESL Teacher Identity Construction Biaz Dea Nabilla; Dwi Budidarma Sutrisno
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6520

Abstract

The present narrative exploration investigates the factors affecting the language teacher identity negotiation of an international student working as an ESL teacher in an English language program in a research-integrated university. This study uses the qualitative method by drawing on the data from three stages of semi-structured interviews and researchers’ field notes and analyzing it through the perspective of BINF (Bilingual Identity Negotiation Framework). The result reveals the factors influencing the identity negotiation in her trajectory are language competence, educational background, and affirmative discourse at work. These factors led to her investment and participation in the community of practice, where she engaged and included herself in. Overall, this study presents how the ESL teacher identity is linked with the notions of individual agency and public discourse in the community of practice.
Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms Dwi Budidarma Sutrisno
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8265

Abstract

This paper reviews the past decade of studies related to translanguaging practices on EFL learning context in Indonesia. This topic has crucially been discussed among scholars in educational settings due to the influence of multilingualism possessed by Indonesian EFL learners. The studies from 2010s-2020s are selected and critically reviewed by focusing on students‘ and teachers‘ perception of translanguaging practices used in EFL classrooms. The discussion covers meaningful insights from various education levels in Indonesia since the country is known as one of the most linguistically diverse communities. The analysis of the review shows how translanguaging contributes to helping the learning activities to be more comprehensive as well as develop students’ multilingual and linguistics competencies. Furthermore, it also lays out the use of code-mixing and code-switching are considered fundamental to balance the incorporation of three languages used while providing learning instructions and strategies. Finally, the pedagogical implication of translanguaging in a multilingual context is discussed. This paper hopes to encourage teachers to gain a deeper understanding of the language policies in the classroom and accommodate language development.
Co-Authors Biaz Dea Nabilla