A Gyopo English Teacher’s Professional Identity in an EFL Context
2
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
There is a growing research interest in language teachers’ professional identity. Nevertheless, unlike studies involving the identity of native and non-native English-speaking teachers, few studies analyzed Gyopo English teachers’ identity despite a sizeable body of Gyopo teachers in the Korean educational context. Using post-structural perspectives of identity, this case study analyzed the identities of a Gyopo instructor as an English teacher and how such identities were reflected in classroom practice. Data were collected through interviews, classroom observations, and self-reflective reports written by the participant. Findings reveal that the participant constructed multiple professional identities as a teacher with previous language learning experiences, a bridge-builder, a multitasker, and a teacher who is not a native English speaker but an American, and a replaceable person. While experiencing identity conflicts, she constantly negotiated and renegotiated her multiple, contradictory identities to position herself more favorably. Based on these findings, the present study offers pedagogical suggestions.
Abstract
There is a growing research interest in language teachers’ professional identity. Nevertheless, unlike studies involving the identity of native and non-native English-speaking teachers, few studies analyzed Gyopo English teachers’ identity despite a sizeable body of Gyopo teachers in the Korean educational context. Using post-structural perspectives of identity, this case study analyzed the identities of a Gyopo instructor as an English teacher and how such identities were reflected in classroom practice. Data were collected through interviews, classroom observations, and self-reflective reports written by the participant. Findings reveal that the participant constructed multiple professional identities as a teacher with previous language learning experiences, a bridge-builder, a multitasker, and a teacher who is not a native English speaker but an American, and a replaceable person. While experiencing identity conflicts, she constantly negotiated and renegotiated her multiple, contradictory identities to position herself more favorably. Based on these findings, the present study offers pedagogical suggestions.
참고문헌 (76)
- Ahmad, H., "Exploring the construction of professional selves of non-native EFL teachers at a Saudi Arabian university", Arab World English Journal, 8(4), pp.148~166 (2017)
- Asadi, L., "The complexity of identity and interaction in language education", pp.62~80 (2020), Multilingual Matters
- Barkhuizen, G., "Reflections on language teacher identity research", pp.1~11 (2016), Routledge
- Beijaard, D., "Reconsidering research on teachers’ professional identity", Teaching and Teacher Education, 20(2), pp.107~128 (2004)
- Benson, P., "Reflections on language teacher identity research", pp.18~23 (2017), Routledge
- Block, D., "The Routledge handbook of language and migration", pp.133~148 (2017), Routledge
- Bolton, K., "The handbook of world Englishes", pp.240~269 (2006), Blackwell
- Brutt‐Griffler, J., "Revisiting the colonial in the postcolonial : Critical praxis for non-native English‐speaking teachers in a TESOL program", TESOL Quarterly, 33(3), pp.413~431 (1999)
- Bucholtz, M., "Identity and interaction: A sociocultural linguistic approach", Discourse Studies, 7(4-5), pp.585~614 (2005)
- Cheng, A., "1.5 Generation Korean Americans: consonant and vowel production of two late childhood arrivals", UC Berkeley PhonLab Annual Report, 14(1), pp.189~220 (2018)
- Cho, J. S. P., "Global fatigue : Transnational markets, linguistic capital, and Korean-American male English teachers in South Korea", Journal of Sociolinguistics, 16, pp.218~237 (2012)
- Choe, H., "Korean non-native English speaking teachers’ identity construction in the NS-NNS dichotomy", English Language and Linguistics, 26, pp.109~127 (2008)
- 최수정, "A Korean ESL Teacher's Construction of Her Professional Identity as an English Teacher", 응용언어학, 25(3), pp.109~137 (2009), 한국응용언어학회
- Sylvia Chong, "Development of teachers’ professional identities: From pre-service to their first year as novice teachers", KEDI Journal of Educational Policy, 8(2), pp.219~233 (2011), 한국교육개발원[DOI]
- Cook, V., "Going beyond the native speaker in language teaching", TESOL Quarterly, 33, pp.185~199 (1999)
- Cooper, K., "Changing research and practice: Teachers’ professionalism, identities and knowledge", pp.78~89 (1996), The Falmer Press
- Davey, R., "The professional identity of teacher educators : Career on the cusp?" (2013), Routledge
- Denzin, N. K., "The research act : A theoretical introduction to sociological methods" (1978), Praeger
- Praeger. Ellis, E. M., ""I may be a native speaker but I'm not monolingual" : Reimagining all teachers’ linguistic identities in TESOL", TESOL Quarterly, 50(3), pp.597~630 (2016)
- Faez, F., "Reconceptualizing the native", nonnative speaker dichotomy, 2011, pp.10, 231~249
- Flores, M. A., "Contexts which shape and reshape new teachers’ identities : A multi-perspective study", Teaching and Teacher Education, 22(2), pp.219~232 (2006)
- Glaser, B. G., "The discovery of grounded theory: Strategies for qualitative research" (1967), Aldine
- Golombek, P. R., "Narrative inquiry as a mediational space : Examining emotional and cognitive dissonance in second‐language teachers' development", Teachers and Teaching, 10(3), pp.307~327 (2004)
- Gray, S., "Always the other : Foreign teachers of English in Korea, and their experiences as speakers of KSL", The Asian EFL Journal Quarterly, 19(3), pp.1~30 (2017)
- Hays, D., "Non-native English-speaking teachers, context and English language teaching", System, 3, pp.1~11 (2009)
- Higgins, C., "Reflections on language teacher identity research", pp.37~42 (2016), Routledge
- Hodgson, K. M., "Mismatch : Globalization and native speaker models of linguistic competence", RELC Journal, 45(2), pp.113~134 (2014)
- Holliday, A., "The struggle to teach English as an International Language" (2005), Oxford University Press
- Holliday, A., "Native speakerism", ELT Journal, 60(4), pp.385~387 (2006)
- Howard, N. J., "Constructing professional identities : Native English-speaking teachers in South Korea", The Qualitative Report, 24(7), pp.1478~1510 (2019)
- Jackson, J., "Reflections on language teacher identity research", pp.114~119 (2016), Routledge
- 장안리, "Extending the Theory of Intercultural Public Relations: Influence of Power in the Intersection of Cultural Identity, Social Capital and Social Control for Korean American professionals", International Journal of Contents, 16(2), pp.51~64 (2020), 한국콘텐츠학회[DOI]
- Jang, E. Y., "Sustainable internationalization in South Korean higher education : Languages and cultures in a foreign professor’s course", Higher Education, 73(5), pp.673~689 (2017)
- Javier, E., "LETs and NESTs: Voices, views and vignettes", pp.227~239 (2016), British Council
- Jenks, C. J., "Race and ethnicity in English language teaching: Korea in focus" (2017), Multilingual Matters
- Karas, M., "English language teachers in South Korea: Issues with the trichotomy", NNEST Newsletter: The newsletter of the nonnative English speakers of TESOL interest section, 17(1) (2015)
- Kim, H., "Narrating their lives: Examining English language teachers’ professional identities within the classroom", pp.40~54 (2013), University of Michigan Press
- 김신혜, "“I Am Not an Entertainer”: A Native Speaker Teacher’s Identity Construction", 영어교과교육, 10(3), pp.51~70 (2011), 한국영어교과교육학회[DOI]
- 김신혜, "Living as a Welcomed Outsider: Stories from Native English Speaker Teachers in Korea", 응용언어학, 28(2), pp.27~58 (2012), 한국응용언어학회
- 김신혜, "We are English Professors: Identity Construction of Native English Speaker Teachers at a Korean University", 영어교육, 72(2), pp.3~28 (2017), 한국영어교육학회[DOI]
- 김영미, "Teacher Identity as Pedagogy in an EMI Course at a Korean University", 영어교육, 68(3), pp.85~107 (2013), 한국영어교육학회[DOI]
- Kim, M., "A North Korean defector’s journey through the identity-transformation process", Journal of Language, Identity & Education, 15(1), pp.3~16 (2016)
- 고한나, "A Study of Native English-Speaking Teachers’ Professional Identity in the Korean University Context", 영어교육, 76(2), pp.3~23 (2021), 한국영어교육학회[DOI]
- Kubota, R., "Native-speakerism in Japan: Intergroup dynamics in foreign language education", pp.196~206 (2013), Multilingual Matters
- 이효신, "Analyzing the Effects of Collaborative Action Research from the Teacher Identity Perspective", 영어교육, 65(1), pp.161~188 (2010), 한국영어교육학회[DOI]
- Lee, J., "The native speaker : An achievable model", Asian EFL Journal, 7(2), pp.152~163 (2005)
- Leech, N. L., "An array of qualitative data analysis tools : A call for data analysis triangulation", School Psychology Quarterly, 22(4), pp.557~584 (2007)
- Lincoln, Y. S., "Naturalistic inquiry" (1985), Sage
- Liu, Y., "Inclusion or exclusion? : A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of completing pedagogies", Teaching and Teacher Education, 27, pp.589~597 (2011)
- Lo, A., "Linguistic competency and citizenship : Contrasting portraits of multilingualism in the South Korean popular media", Journal of Sociolinguistics, 16(2), pp.255~276 (2012)
- Lomi, A., "Struggles and strategies in constructing professional identity : The first-year teaching experiences of Indonesian EFL novice teachers", Journal of English Education and Teaching, 4(1), pp.1~19 (2020)
- MacLure, M., "Arguing for yourself : Identity as an organising principle in teachers' jobs and lives", British Educational Research Journal, 19(4), pp.311~322 (1993)
- Masoumpanah, Z., "EIL, Iranian teachers’ professional identity and perception of professional competence", Procedia-Social and Behavioral Sciences, 98, pp.1100~1109 (2014)
- Medgyes, P., "The non-native teacher" (1994), Macmillan
- Merriam, S. B., "Qualitative research and case study applications in education" (1998), Jossey-Bass
- Norton, B., "Language, identity, and the ownership of English", TESOL Quarterly, 31, pp.409~429 (1997)
- Norton, B., "Identity and language learning : Extending the conversation" (2013), Multilingual Matters
- Pakir, A., "Connecting with English in the context of internationalism", TESOL Quarterly, 33, pp.103~114 (1999)
- Park, G., ""I am never afraid of being recognized as an NNES" : One teacher's journey in claiming and embracing her non-native‐speaker identity", TESOL Quarterly, 46(1), pp.127~151 (2012)
- Park, J. K., "‘English fever’ in South Korea : Its history and symptoms", English Today, 25(1), pp.50~57 (2009)
- Park, L. S., "Language varieties and variation in English usage among native Korean speakers in Seoul", doctoral, pp.2019
- Pavlenko, A., "Language learning memoirs as gendered genre", Applied Linguistics, 22, pp.213~240 (2003)
- Pavlenko, A., "Negotiation of identities in multilingual contexts" (2004), Multilingual Matters
- Rampton, M., "Displacing the"native speaker" : Expertise, affiliation, and inheritance", ELT Journal, 44(2), pp.97~101 (1990)
- Ruecker, T., "White native English speakers needed : The rhetorical construction of privilege in online teacher recruitment spaces", TESOL Quarterly, 49(4), pp.733~756 (2015)
- Son, E., "A qualitative study which asks Korean adults who arrived in the U. S as children to describe how they adjusted to U. S schools : "I’m still lonely"", Journal of International Social Issues, 2(1), pp.17~34 (2013)
- Tajfel, H., "Social identity and intergroup behaviour", Social Science Information, 13(2), pp.65~93 (1974)
- Tang, C., "On the power and status of non-native ESL teachers", TESOL Quarterly, 31, pp.577~580 (1997)
- Trent, J., "Mainland Chinese students’ perceptions of language, learning and identity in an English language teacher education program in Hong Kong", The Journal of Asia TEFL, 8(3), pp.243~270 (2011)
- Trent, J., "Crossing boundaries and constructing identities : The experiences of earlier career mainland Chinese English language teachers in Hong Kong", Asian-Pacific Journal of Teacher Education, 39(1), pp.65~78 (2011)
- Tsui, A., "Complexities of identity formation : A narrative inquiry of an EFL teacher", TESOL Quarterly, 41, pp.657~680 (2007)
- Varghese, M., "Theorizing language teacher identity: Three perspectives and beyond", Journal of Language, Identity, and Education, 4(1), pp.21~44 (2005)
- Weedon, C., "Feminist practice and postsructuralist theory" (1997), Blackwell
- Wenger, E., "Communities of practice : Learning, meaning, and identity" (1998), Cambridge University Press
- Xu, H., "From the imagined to the practiced : A case study on novice EFL teachers’ professional identity change in China", Teaching and Teacher Education, 31, pp.79~86 (2013)
- Zhang, Y., "I speak Chinese but I am teaching English : Exploring the influence of nonnative speakership in the construction of language teacher identity", Theory and Practice in Language Studies, 7(12), pp.1236~1242 (2017)
