From the past to the future: self-concepts of English language teachers from Finland and Korea
Keywords:
L2 teaching and learning, self-concept, motivation, multimodalityAbstract
This article explores 1) how two English language teachers from Finland and Korea develop their self-concept as English learners throughout their English learning trajectory, and 2) the positive motivational effects of self-reflective experiences upon the research participants. To obtain more holistic research findings, a combination of verbal in-depth interviews with visual artworks depicting English learning timeline and self-portraits were used. The data were subjected to a thematic analysis, the results of which appear to indicate that the interviewees’ self-concept as an English learner is dynamically influenced by fluctuations in their learning trajectory, and that it will continue to develop as the teachers grow in their life journey. The interviewees’ self-concepts as an English learner and teacher are interrelated: self-reflective experiences appear to generate positive motivational effects by fostering a belief that the interviewees’ ideal English learner self- concept can influence their ideal English teacher self-concept.
