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Native Speakerism Affecting Nonnative English Teachers’ Identity Formation: A Critical Perspective

김혜경
한국영어교육학회 (Korea Association Of Teachers Of English)|2011.12|영어교육 (English Teaching)|제66권 제4호|pp. 53-71|DOI 10.15858/engtea.66.4.201112.53

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참고문헌

키워드

identity formationcritical theorynative speakerismEnglish teacher educationnonnative English speaking teachers
주제분류영어와문학

초록

A body of research has reported that nonnative English-speaking teachers experience low professional self-esteem (Kamhi-Stein, 1999, 2000; Medgyes, 1994; Reves &Medgyes, 1994; Samimy & Brutt-Griffler, 1999). However, in the prior literature, the identities of nonnative English teachers enrolled in U.S. English teacher education programs remain relatively unexamined, especially in relation to native speakerism. In this study, the author investigates how nonnative English teachers see themselves as EFL teachers by employing critical theory and identity theory. The combination of these two theories provides lenses to examine how nonnative English teachers’ identities are affected by the native-speaker ideology within the intersections of power, language,culture, and race. These qualitative case studies show that nonnative English teachers are influenced by the ideology of native speakerism, leading to low professional self-esteem.

Abstract

A body of research has reported that nonnative English-speaking teachers experience low professional self-esteem (Kamhi-Stein, 1999, 2000; Medgyes, 1994; Reves &Medgyes, 1994; Samimy & Brutt-Griffler, 1999). However, in the prior literature, the identities of nonnative English teachers enrolled in U.S. English teacher education programs remain relatively unexamined, especially in relation to native speakerism. In this study, the author investigates how nonnative English teachers see themselves as EFL teachers by employing critical theory and identity theory. The combination of these two theories provides lenses to examine how nonnative English teachers’ identities are affected by the native-speaker ideology within the intersections of power, language,culture, and race. These qualitative case studies show that nonnative English teachers are influenced by the ideology of native speakerism, leading to low professional self-esteem.

참고문헌 (50)

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관련 논문AI추천

Demystifying Native Speaker Ideology: The Critical Role of Critical Practice in Language Teacher Education김혜경아시아테플 · Journal of Asia TEFL2017 · 제14권 제1호Non-Native English Speaking Teachers' Identity: Review of Relevant Studies and Critical Issues for Future Studies전지현현대영어교육학회 · 현대영어교육2009 · 제10권 제1호Korean Nonnative English Speaking Teachers’ Identity Construction in the NS-NNS Dichotomy최호성한국영어학학회 · 영어학연구2008 · 제26호A Study of Professional Identities of Foreign Non-Native English Speaking TeachersAisara Nauryzbayeva한국영어교육학회 · 영어교육2024 · 제79권 제2호Diverse Interpretations on Nativeness but Unanimous Subscription to Native-speakerism: Identity of Future Non-native English Teachers in TaiwanLi-Yi Wang, Mu-Yu Wang, Tzu-Bin Lin아시아테플 · Journal of Asia TEFL2018 · 제15권 제3호English Pre-service Teachers’ Identity and the Negotiation of the Self김정인현대영어교육학회 · 현대영어교육2019 · 제20권 제2호

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