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Non-Native English Speaking Teachers' Identity: Review of Relevant Studies and Critical Issues for Future Studies

전지현
현대영어교육학회 (The Modern English Education Society)|2009.04|현대영어교육 (Modern English Education)|제10권 제1호|pp. 20-45

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참고문헌

키워드

NNEST's identityfactors affecting NNESTs' identity formationempowerment of teacher education program비원어민 영어교사의 주체성비원어민 교사의 주체성 형성요소교원양성 교육 강화

초록

This study intended to explore issues related to Non-Native English Speaking Teacher (NNEST)s' identity. Although NNESTs have come to take a great responsibility in English Language Teaching (ELT), most NNESTs still struggle for equal treatment with Native English Speaking Teacher (NEST)s in ELT. Establishing a solid identity as a teaching professional and being aware of critical issues they might face would help NNESTs to establish the basis of understanding their possibilities of self-development in ELT. For this, this study first briefly reviewed the relevant studies for identity formation, especially focusing on the importance of identity construction and examined the relevant NNESTs' identity studies. Then some critical issues that need further investigations were highlighted with related literature in order to contribute to the development of NNESTs' equal and secure status in ELT as well as to empower teacher education programs in ELT. Three issues for future empirical research were proposed.

Abstract

This study intended to explore issues related to Non-Native English Speaking Teacher (NNEST)s' identity. Although NNESTs have come to take a great responsibility in English Language Teaching (ELT), most NNESTs still struggle for equal treatment with Native English Speaking Teacher (NEST)s in ELT. Establishing a solid identity as a teaching professional and being aware of critical issues they might face would help NNESTs to establish the basis of understanding their possibilities of self-development in ELT. For this, this study first briefly reviewed the relevant studies for identity formation, especially focusing on the importance of identity construction and examined the relevant NNESTs' identity studies. Then some critical issues that need further investigations were highlighted with related literature in order to contribute to the development of NNESTs' equal and secure status in ELT as well as to empower teacher education programs in ELT. Three issues for future empirical research were proposed.

참고문헌 (43)

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