Foreign language

Reflective Practice and Identity

Reflective practice has been utilized to analyze the identity of language learners and language teachers via tools of reflective practice such as diaries, narrative reflections and mentoring meetings. In 2009, Hirano used reflective diary, as well as classroom interaction and interviews in one-year action research study conducted on her adult EFL student who had a difficulty in learning English and found that diaries could be used as a tool for reflection on learner identity. With reflective diaries, the researcher wanted the participant to reflect on his learning processes by using prompts in which the participant was asked to explain the things he learnt, his problems and barriers in the learning process. That way, the participant reflected on his learner identity by identifying anxiety as a problem in his second language learning process. Another study on identity reflection was carried out by

Besser and Chik (2014). With the help of narrative reflections, two groups of students studying in different primary schools defined the importance of language practice opportunities in their language learning. The students also drew on the reflections about their L2 learner identity construction in terms of the target culture.

Being similar to presented studies, some other tools or techniques were utilized to engage teachers in reflections on their teacher identity, especially identity construction. According to Urzua and Vasquez‟ study (2008) conducted on novice English as a Second language teachers‟ who worked for intensive English language
program, providing teachers chances to reflect on existing conditions and their future plans via mentoring meetings on teaching practices play a vital role in the construction of teacher identity. The findings of their study revealed that by engaging in future-oriented talks on participants‟ metacognitive selves, such as awareness, intentionality, commitment, self-confidence and responsibility, improved participants‟ identity constructions as teachers.
Maclean and White (2007) conducted a study on the impact of reflection on formation of teacher identity with seven experienced teachers and five student teachers who were all graduates completing the final year of a teacher education course which qualified them both as primary and secondary teachers. First, student teachers‟ teaching practicums were recorded in videos, and second, experienced teachers reflected on those recorded teaching practicums by suggesting ideas for student teachers. The findings of the study indicated that student teachers could develop their teacher identity by talking about their teaching practicums and evaluating their actions, thoughts, values, feelings and goals. Besides, the
participants could also develop their social identity by engaging in social interactions with experienced teachers.

To sum up, studies in the field of teaching claim that reflections can be utilized both for learners and novice teachers to construct learner identity and teacher identity.