Abstract
Develo** effective teaching skills with culturally and linguistically diverse learners remains challenging for regular class teachers, hence specialist English language (EL) teachers are needed in schools. However, little is known about how these specialist teachers perceive their professional status. This paper draws on research that provides insights from ten specialist EL teachers in primary and secondary schools across New Zealand. The study revealed these teachers were well-qualified, experienced and highly committed professionals with a strong sense of altruism and autonomy in meeting individual learner needs—qualities the literature commonly associates with high levels of teacher professionalism. However, the uncertainty of their part-time status and their desire to retain an identity as active teachers could also be seen as an obstacle to building a career trajectory as professional leaders. The paper concludes with discussion on how the professional value of specialist EL teachers in schools might be enhanced in the future.
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The author gratefully acknowledges the support provided by the Massey University Research Fund, which enabled this research to be undertaken.
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Haworth, P. Specialist English Language Teachers in Schools: Self-perceptions of Professional Status. NZ J Educ Stud 53, 289–301 (2018). https://doi.org/10.1007/s40841-018-0109-4
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DOI: https://doi.org/10.1007/s40841-018-0109-4