Identity and language as experienced by student teachers in Maltese primary schools

Abstract

This chapter will focus on identity and language as experienced by two student teachers in primary school settings. First, literature related to identity, language use, culture, bilingualism and Initial Teacher Education will be presented. Secondly, a background to the Maltese context and the local preparation of student teachers will follow. Then, examples from the data will be shared to illustrate how the student teachers’ identity impinges on their professional identity formation and on language use in class. A ‘mismatch’ between the student teachers’ intentions, beliefs and actions related to language use during English lessons is evident in Suzanne’s experiences as she embarked on her journey to become a teacher. Lisa’s experiences over the two-year period indicate a clear dissonance between her identity and funds of knowledge vis-à-vis that of the pupils. This lack of congruence may arise from divergences between the teachers’ and the children’s identities and this, in turn, may create tensions or friction for teacher identity development. Finally, possible implications will be discussed, and suggestions will be offered for Initial Teacher Education (ITE) programmes.