English Language Teachers' Emotional Vulnerability in the Era of Self-Branding on Social Media

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2024-02-21 DOI:10.1002/tesq.3312

Hassan Nejadghanbar, Juyoung Song, Guangwei Hu

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Abstract

This study aimed to explore English language teachers' vulnerability and identity negotiation in relation to self-branding on social media. It focused on 15 Iranian teachers' experiences in teaching and self-promotion on Instagram through narrative frames and follow-up interviews. The analysis of the teacher narratives demonstrated that the new online context that valorizes visibility by demanding audience appealing content and personalities generated a great amount of vulnerability among the language teachers. The results evidenced the teachers' constant struggles in competing against those who seemingly possess superior skills and resources for self-promotion and their resistance to the “rules of the game” in gaining quick visibility. They shed light on language teachers' vulnerability and identity negotiation in their efforts to present themselves as authentic and legitimate teachers on Instagram against popular, self-branded individuals. Highlighting the intersection of language teaching, emotion, and identity, this study provides theoretical and pedagogical implications for language teacher identity in a shifting teaching context.

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社交媒体自我品牌时代英语教师的情感脆弱性

本研究旨在探讨英语教师在社交媒体上进行自我品牌推广时的脆弱性和身份协商。研究通过叙事框架和后续访谈，重点关注 15 名伊朗教师在 Instagram 上的教学和自我宣传经历。对教师叙事的分析表明，新的网络环境要求内容和个性吸引受众，从而重视可见性，这在语言教师中产生了巨大的脆弱性。分析结果表明，在与那些看似拥有高超技能和自我宣传资源的人竞争时，教师们一直在挣扎，他们抵制 "游戏规则"，以快速获得知名度。这些研究揭示了语言教师在 Instagram 上以真实、合法的教师身份与流行的自我品牌个体竞争时的脆弱性和身份协商。本研究突出了语言教学、情感和身份认同的交叉点，为不断变化的教学环境中的语言教师身份认同提供了理论和教学意义。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.