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Analyzing EMI Lecturer Perceptions About the Self: Insights Into Their Professional Identities and Self-Concepts

Analyzing EMI Lecturer Perceptions About the Self: Insights Into Their Professional Identities and Self-Concepts

Irati Diert-Boté, Balbina Moncada-Comas
Copyright: © 2023 |Pages: 23
ISBN13: 9781668472750|ISBN10: 1668472759|ISBN13 Softcover: 9781668472798|EISBN13: 9781668472767
DOI: 10.4018/978-1-6684-7275-0.ch008
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MLA

Diert-Boté, Irati, and Balbina Moncada-Comas. "Analyzing EMI Lecturer Perceptions About the Self: Insights Into Their Professional Identities and Self-Concepts." Handbook of Research on Language Teacher Identity, edited by Sviatlana Karpava, IGI Global, 2023, pp. 131-153. https://doi.org/10.4018/978-1-6684-7275-0.ch008

APA

Diert-Boté, I. & Moncada-Comas, B. (2023). Analyzing EMI Lecturer Perceptions About the Self: Insights Into Their Professional Identities and Self-Concepts. In S. Karpava (Ed.), Handbook of Research on Language Teacher Identity (pp. 131-153). IGI Global. https://doi.org/10.4018/978-1-6684-7275-0.ch008

Chicago

Diert-Boté, Irati, and Balbina Moncada-Comas. "Analyzing EMI Lecturer Perceptions About the Self: Insights Into Their Professional Identities and Self-Concepts." In Handbook of Research on Language Teacher Identity, edited by Sviatlana Karpava, 131-153. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7275-0.ch008

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Abstract

English-medium instruction (EMI) programmes are increasingly implemented in areas in which English is not an official language, hence lecturers have been required to teach in English. This new scenario can impact lecturers' identities and self-concepts, i.e., abstract, complex, and fluid constructs that refer to ideas about the self. While identity refers to the knowledge of who we are, self-concept refers to the evaluation that a person makes of oneself. This chapter focuses on the study of how two EMI lecturers (re)construct and (re)negotiate their professional identities and self-concepts through self-reported experiences by means of content analysis. This chapter reveals the differences in EMI lectures' identities and self-concepts by comparing their different backgrounds, experiences, emotions, and beliefs. Overall, it shows how self-beliefs about one's own linguistic knowledge/abilities are even more important than actual language proficiency and that identity and self-concept are overlapping constructs that cannot be separated.

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