NES Trajectories: From Untrained Language Teachers to Professional Academics
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There is a growing literature on the professional identity development of two kinds of TESOLteachers: 1) non-native speaker novice teachers of English; and 2) native speaker teachers ofEnglish who are novices at the time of study. However, few studies of established native speakerTESOL professionals who began teaching English abroad with no preparation or academicbackground in the field exist. By examining the life story of five well-establishedteacher-scholars in TESOL with a special focus on their experience as novice/untrained EFLteachers abroad, the research aimed to enrich our understanding of the potentialities of noviceESL/EFL teachers. The findings revealed that each of the participants learned somethingsignificant from their experience abroad at the beginning of their careers. The participantsevaluated their experience as novice teachers abroad very highly, placing it in several cases atthe center of their subsequent careers. In addition, the participants attributed great importance totheir attempts to understand the host country’s language and culture. The professional life storiesof such individuals can have a positive/inspirational effect on individuals currently entering thefield, and provide useful knowledge regarding career development in TESOL.
Abstract
There is a growing literature on the professional identity development of two kinds of TESOLteachers: 1) non-native speaker novice teachers of English; and 2) native speaker teachers ofEnglish who are novices at the time of study. However, few studies of established native speakerTESOL professionals who began teaching English abroad with no preparation or academicbackground in the field exist. By examining the life story of five well-establishedteacher-scholars in TESOL with a special focus on their experience as novice/untrained EFLteachers abroad, the research aimed to enrich our understanding of the potentialities of noviceESL/EFL teachers. The findings revealed that each of the participants learned somethingsignificant from their experience abroad at the beginning of their careers. The participantsevaluated their experience as novice teachers abroad very highly, placing it in several cases atthe center of their subsequent careers. In addition, the participants attributed great importance totheir attempts to understand the host country’s language and culture. The professional life storiesof such individuals can have a positive/inspirational effect on individuals currently entering thefield, and provide useful knowledge regarding career development in TESOL.
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