Beyond the school setting: language teachers and tensions of everyday life

References

• Adams, G. R., & Marshall, S. K. (1996). A developmental social psychology of identity: Understanding the person-in-context. Journal of Adolescence, 19, 429–442. doi:10.1006/jado.1996.0041
   PubMed Web of Science ®Google Scholar
• Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. London: Routledge.
   Google Scholar
• Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, 372–387. doi:10.1016/j.system.2008.02.002
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.10.1017/CBO9780511733109
   Google Scholar
• Canagarajah, A. S. (1999). Resisting linguistic imperialsim in English teaching. Oxford: Oxford University Press.
   Google Scholar
• Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46, 258–279. doi:10.1002/tesq.18
   Web of Science ®Google Scholar
• Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers’ sense of professional identity. Educational Studies, 37, 593–608. doi:10.1080/03055698.2010.539857
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Abingdon: Routledge.
   Google Scholar
• Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In L. J. Green, G. Camilli, P. B. Elmore, A. Skukauskaite, & E. Grace (Eds.), Handbook of complementary methods in education research (3rd ed., pp. 477–487). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). London: Sage.
   Google Scholar
• Day, C., Sammons, P., Gu, Q., Kington, A., & Stobart, G. (2009). Committed for life? Variations in teachers’ work, lives and effectiveness. In M. Bayer, U. Brinkkjær, H. Plauborg, & S. Rolls (Eds.), Teachers’ career trajectories and work lives (pp. 49–70). New York, NY: Springer.10.1007/978-90-481-2358-2
   Google Scholar
• Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford Univeristy Press.
   Google Scholar
• Elbaz-Luwisch, F. (2007). Studying teachers’ lives and experiences. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 357–382). Thousand Oaks, CA: Sage.10.4135/9781452226552
   Google Scholar
• Emery, H. (2013). A global study of primary English teachers’ qualifications, training and career development. In S. Sheehan (Ed.), British Council ELT research papers (Vol. 1, pp. 68–103). London: British Council.
   Google Scholar
• Estola, E., Erkkila¨, R., & Syrja¨la¨, L. (2003). A moral voice of vocation in teachers’ narratives. Teachers and Teaching, 9, 239–256. doi:10.1080/13540600309381
   Google Scholar
• Flores, M. A. (2012). Teachers’ work and life: A European perspective. In C. Day (Ed.), The Routledge international handbook of teacher and school development (pp. 94–107). Abingdon: Routledge.
   Google Scholar
• Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125. doi:10.3102/0091732x025001099
   Google Scholar
• General Statistics of Vietnam. (2016). Monthly average income per employee in state sector at current prices by kind of economic activity by Economic activity and Year 2014. Retrieved from https://www.gso.gov.vn/default_en.aspx?tabid=774
   Google Scholar
• Goodson, I. (2008). Investigating the teacher’s life and work. Rotterdam: Sense Publishers.
   Google Scholar
• Grassick, L. (2007). Primary innovations: All country research summary report. In L. Grassick (Ed.), Primary innovations regional seminars: A collection of papers (pp. 139–152). Hanoi: British Council Vietnam.
   Google Scholar
• Halse, C. (2010). A process of (un)becoming: Life history and the professional development of teachers. In A.-M. Bathmaker & P. Harnett (Eds.), Exploring learning, identity, and power through life history and narrative research (pp. 25–38). New York, NY: Routledge.
   Google Scholar
• Hamano, T. (2008). Educational reform and teacher education in Vietnam. Journal of Education for Teaching, 34, 397–410. doi:10.1080/02607470802401693
   Google Scholar
• Hayes, D. (2005). Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching, 11, 169–194. doi:10.1080/13450600500083964
   Google Scholar
• Hayes, D. (2010). Duty and service: Life and career of a Tamil teacher of English in Sri Lanka. TESOL Quarterly, 44, 58–83. doi:10.5054/tq.2010.214048
   Web of Science ®Google Scholar
• Kirk, J., & Wall, C. (2010). Resilience and loss in work identities: A narrative analysis of some retired teachers’ work-life histories. British Educational Research Journal, 36, 627–641. doi:10.1080/01411920903018216
   Web of Science ®Google Scholar
• Lichtman, M. (2013). Qualitative research in education: A user’s guide (3rd ed.). London: Sage.
   Google Scholar
• Liu, Y., & Xu, Y. (2011a). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27, 589–597. doi:10.1016/j.tate.2010.10.013
   Web of Science ®Google Scholar
• Liu, Y., & Xu, Y. (2011b). The trajectory of learning in a teacher community of practice: A narrative inquiry of a language teacher’s identity in the workplace. Research Papers in Education, 28, 176–195. doi:10.1080/02671522.2011.610899
   Web of Science ®Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Moon, J. (2009). The teacher factor in early foreign language learning programmes: The case of Vietnam. In M. Nikolov (Ed.), The age factor and early language learning (pp. 311–336). Berlin: Mouton de Gruyter.
   Google Scholar
• Nguyen, C. D. (2017). Creating spaces for constructing practice and identity: Innovations of teachers of English language to young learners in Vietnam. Research Papers in Education, 32(1), 56–70. doi:10.1080/02671522.2015.1129644
   Web of Science ®Google Scholar
• Nguyen, H. T. M. (2011). Primary English language education policy in Vietnam: Insights from implementation. Current Issues in Language Planning, 12, 225–249. doi:10.1080/14664208.2011.597048
   Google Scholar
• Nguyen, K. T. (2015). Giao duc Viet Nam va Phan Lan [A comparative study on Vietnamese and Finnish education]. Hanoi: Social Science Publisher.
   Google Scholar
• Norton, B. (2011). Identity. In J. Simpson (Ed.), The Routledge handbook of applied lingusitics (pp. 318–330). New York, NY: Routledge.
   Google Scholar
• Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44, 412–446. doi:10.1017/S0261444811000309
   Web of Science ®Google Scholar
• Palmer, M., Rose, D., Sanders, M., & Randle, F. (2012). Conflict between work and family among New Zealand teachers with dependent children. Teaching and Teacher Education, 28, 1049–1058. doi:10.1016/j.tate.2012.05.002
   Web of Science ®Google Scholar
• Phillipson, R. (2009). The tension between linguistic diversity and dominant English. In T. Skutnabb-Kangas, R. Phillipson, A. K. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 85–102). Bristol: Multilingual Matters.
   Google Scholar
• Punch, K. F. (2009). Introduction to research methods in education. Thousand Oaks, CA: Sage.
   Google Scholar
• Saldana, J. (2011). Fundamentals of qualitative research. Oxford: Oxford University Press.
   Google Scholar
• Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. New York, NY: Routledge.
   Google Scholar
• Simon-Maeda, A. (2004). The complex construction of professional identities: Female EFL educators in Japan speak out. TESOL Quarterly, 38, 405–436. doi:10.2307/3588347
   Web of Science ®Google Scholar
• The Vietnamese Government. (2003). Nghị định số 116/2003/NĐ-CP ngày 10/10/2003 về việc tuyển dụng, sử dụng và quản lý cán bộ, công chức trong các đơn vị sự nghiệp nhà nước [Decree 116/2003 NDCP singed October 10. Regulation on employment at all levels of the government]. Hanoi.
   Google Scholar
• Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41, 657–680. doi:10.1002/j.1545-7249.2007.tb00098.x
   Web of Science ®Google Scholar
• Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity & Education, 4, 21–44. doi:10.1207/s15327701jlie0401_2
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.10.1017/CBO9780511803932
   Google Scholar
• Xu, S., & Connelly, F. M. (2009). Narrative inquiry for teacher education and development: Focus on English as a foreign language in China. Teaching and Teacher Education, 25, 219–227. doi:10.1016/j.tate.2008.10.006
   Web of Science ®Google Scholar
• Zhao, H., Coombs, S., & Zhou, X. (2010). Developing professional knowledge about teachers through metaphor research: Facilitating a process of change. Teacher Development, 14, 381–395. doi:10.1080/13664530.2010.504024
   Google Scholar