Being Intercultural: Examination of an Expatriate EFL Teacher’s Experiences through Narrative Inquiry
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Abstract
In an era of globalization, the global mobility of language teachers has been a growing trend. An intercultural dimension, as an element of professional learning, has a crucial part in conceptualizing the identity learning of foreign language teachers. This paper, based on life history interview, presents a narrative study of an Australian English teacher working in Thailand. Premised on perspectives of post-structuralism and interculturality, this article aims to explore the construction of intercultural identity, how cultural identity is negotiated in the international setting, and how cultural issues are approached in the multicultural classroom. The findings illustrate the necessity of repositioning cultural identity and reconstructing pedagogical practice, which paves the way for becoming an interculturally competent teacher.
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