The Effects of Teaching Eng as a Profession on the Status of Palestinian-Israeli Women
Science Journal of Education
Volume 2, Issue 3, June 2014, Pages: 75-84
Received: May 3, 2014; Accepted: Jun. 3, 2014; Published: Jun. 20, 2014
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Dina Jazmawi Abu-Obaid, Academic College of Education, Baqa al-Gharbiya, Israel
Al- Qasemi, Academic College of Education, Baqa al-Gharbiya, Israel
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In the Israeli society, English language is considered a prestigious language and a gateway to higher education [26]. The high status accorded to English acquisition by the Israeli community can lead to parental pressure for English instruction at home, and a willingness to pay extra for private lessons to improve proficiency [5]. In this article, I analyze the association between English teaching as a profession and the social status of female Palestinian-Israeli English teachers. In particular, I examine how these English teachers experience their social status in their work contexts and communities, and their profession’s relation to economic independence and professional development. The research sample was composed of 12 Palestinian-Israeli women who are English teachers at three schools in the Northern Triangle in Israel. The main tool used in this qualitative research was the semi-structured oral interview. By analyzing the women's talk, I found that being an English teacher played a significant role in raising the social status of the investigated teachers. Additionally, it helped them create a professional identity, and positively affected them economically and psychologically.
Social Status, Economic Independence, Professional Identity
To cite this article
Dina Jazmawi Abu-Obaid, Al- Qasemi, The Effects of Teaching Eng as a Profession on the Status of Palestinian-Israeli Women, Science Journal of Education. Vol. 2, No. 3, 2014, pp. 75-84. doi: 10.11648/j.sjedu.20140203.12
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