From Deficit to Resource: The Professional Identity Construction of a Multilingual Teacher with Dyslexia

Abstract

This study explores the professional identity construction of a multilingual English language teacher with dyslexia. Drawing on Clarke’s (2009) framework, the study investigates how dyslexia as an ethical resource informed the professional practices of an English language teacher. Adopting a narrative case study design, three semi-structured interviews and a self-descriptive journal were used as the data sources. Data were analyzed through a temporally structured interpretive framework. Findings indicated that dyslexia was a pedagogical resource informing classroom practices and affective aspects of teaching. Stories of marginalization as a dyslexic student informed a socially just orientation toward teaching as a language professional, while formal professional development contributed to using instructional strategies such as double-checking spelling. This narrative also presents tensions experienced within neoliberal schooling contexts leading to strategic identity disclosure as a dyslexic teacher. The study contributes to language teacher identity research by addressing neurodiversity as a resource for multilingual teacher professionalism.

Keywords

• multilingual teacher
• professional identity construction
• dyslexia and neurodiversity
• narrative inquiry

Eksiklikten Zenginliğe: Disleksili Çokdilli Bir Öğretmenin Mesleki Kimlik İnşası

Abstract

Bu çalışma, disleksiye sahip çokdilli bir İngilizce öğretmeninin mesleki kimlik oluşumunu incelemektedir. Clarke'ın (2009) çerçevesinden yola çıkan çalışma, disleksinin etik bir kaynak olarak İngilizce öğretmeninin mesleki uygulamalarını nasıl etkilediğini araştırmaktadır. Anlatısal vaka çalışması tasarımını benimseyen çalışmada, veri kaynakları olarak üç yarı yapılandırılmış görüşme ve bir öz-tanımlayıcı günlük kullanılmıştır. Veriler, zamansal olarak yapılandırılmış bir yorumlayıcı çerçeve aracılığıyla analiz edilmiştir. Bulgular disleksinin katılımcının sınıf uygulamalarını ve öğretimin duygusal yönlerini etkileyen pedagojik bir kaynak olduğunu göstermiştir. Disleksik bir öğrenci olarak marjinalleşme öyküleri, dil uzmanı olarak öğretime yönelik sosyal adalet odaklı bir yaklaşımı beslerken, formal mesleki gelişim, yazım hatalarını iki kez kontrol etme gibi öğretim stratejilerinin kullanımına katkıda bulunmuştur. Bu anlatı ayrıca, disleksik bir öğretmen olarak stratejik kimlik ifşasına yol açan neoliberal okul bağlamlarında yaşanan gerilimleri de ortaya koymaktadır. Çalışma, nöroçeşitliliği çokdilli öğretmen profesyonelliği için bir kaynak olarak ele alarak dil öğretmeni kimliği araştırmalarına katkıda bulunmaktadır.

Keywords

• çokdilli öğretmen
• mesleki kimlik oluşumu
• disleksi ve nöroçeşitlilik
• anlatı araştırması

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