Reconstructing Female Language Teacher’s Roles from a Sociocultural Perspective

Authors

DOI:

https://doi.org/10.26817/16925777.1896

Keywords:

Female language teachers, EFL learning, Sociocultural theory, Feminism, EFL learning and teaching

Abstract

The idea of teacher education has emerged to bridge the gap in questioning intellectual equality for both male and female teachers. Pursuing higher education in language professional careers which are understood as auxiliary jobs by male counterparts poses a big challenge for female teachers who were born and raised in a patriarchal community. This current study explored and interrogated socio-cultural contexts of learning and teaching by gender roles experienced by female language student teachers. It was designed as a narrative case study inviting three student teachers who currently pursued master’s or doctoral degree in the US to share their visual narrative experiences. The findings revealed any experience and aspiration of their language learning and teaching by oppression, stereotypes, and agency associated with female language teachers. Conclusions from this study will be helpful for student teachers to reconstruct their teaching philosophy and autonomy in family, school, and community settings.

 

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Author Biography

Imamatul Khair, Sastra Lingua Indonesia

Imamatul Khair is a language researcher and director at Sastra Lingua Indonesia, the Center for Translation, Editing, Interpreting, Language Testing and Training. Imamatul focuses her research areas in bilingual education, EFL, school community and programs, as well as youth participatory action. Imamatul has authored several articles including "Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia" (Parole Journal, 2022), "Going Back Home: Activism Youth Role and Dream" (Khaira Press, 2020), and others. She is currently initiating language programs with research evidence using multiliteracy landscapes as the foundation at Sastra Lingua Indonesia. 

She earned her master's degree in Bilingual, ESL, and Multicultural Education, University of Massachusetts Amherst, where she studied with a Fulbright scholarship. She also received a Prestige Fellowship from the university with outstanding records.    

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Published

2024-12-30

How to Cite

Khair, I. (2024). Reconstructing Female Language Teacher’s Roles from a Sociocultural Perspective. GIST – Education and Learning Research Journal, 29(29). https://doi.org/10.26817/16925777.1896

Issue

Vol. 29 No. 29 (2024): GiST Education and Learning Research Journal

Section

Research Articles

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Copyright (c) 2024 GIST – Education and Learning Research Journal

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