MULTILINGUAL ENGLISH LANGUAGE TEACHERS’ IDENTITY (TRANS)FORMATION IN WAR-TORN UKRAINE: A COLLABORATIVE AUTOETHNOGRAPHIC ACCOUNT

Fridrikh А. та Antonenko N. та Kasatkina-Kubyshkina O.V. (2025) MULTILINGUAL ENGLISH LANGUAGE TEACHERS’ IDENTITY (TRANS)FORMATION IN WAR-TORN UKRAINE: A COLLABORATIVE AUTOETHNOGRAPHIC ACCOUNT. Journal of Education for Multilingualism, 2025 (№2): 2. с. 193-218. ISSN 3064-6995

Текст Fridrikh_Et_Al_2025_Multilingual_English_Language.pdf Завантажити (362kB)

Анотація

This collaborative autoethnography (CAE) explores the identity (trans)formation of multilingual English language teachers in war-torn Ukraine. Amidst the ongoing war, educators confront immense challenges that reshape their professional identities and pedagogical practices. Drawing on a conceptual framework to understand language teacher identities (Yazan, 2019, 2023), the study highlights how we adapt to the trauma experienced by our students while navigating our own emotion labor. Through reflective narratives and thematic analysis, the findings reveal significant shifts in teaching responsibilities, including the incorporation of trauma-sensitive practices, inclusive curriculum design, and social-emotional learning strategies. This research underscores the interconnectedness of teacher identity, emotional resilience, and the broader cultural context, providing insights into the profound impact of the crisis on educational practices. This CAE aims to contribute to the literature on language teacher identity and emotion labor, offering actionable recommendations for educators facing similar challenges in contexts of war, conflict, and displacement.

Необхідні дії (обов’язкова авторизація)

Перегляд елементу