“I Am Not an Entertainer”: A Native Speaker Teacher’s Identity Construction
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With an increasing emphasis on English as a global communication tool, the number of native speaker teachers in Korean universities has greatly increased in recent years. Yet, little research has been carried out on native speaker teachers in terms of their beliefs about learning and teaching, and their perception of themselves as a teacher and resident in a host country. This study addresses the question of how a native speaker teacher at a Korean university identified herself in different communities in Korea, and what sociocultural factors affected her process of constructing multiple identities. Data was collected through interviews with a female native speaker teacher from New Zealand. The findings show that she perceived herself as a confident teacher in the classroom, but as a limited member of the university and the local community due to the distance between herself and the members of the communities. The findings suggest that native speaker teachers construct multiple and conflicting identities through different degrees of involvement in the communities in which they are located. Constructing a teacher identity can be described as a process of negotiation among those multiple and conflicting identities.
Abstract
With an increasing emphasis on English as a global communication tool, the number of native speaker teachers in Korean universities has greatly increased in recent years. Yet, little research has been carried out on native speaker teachers in terms of their beliefs about learning and teaching, and their perception of themselves as a teacher and resident in a host country. This study addresses the question of how a native speaker teacher at a Korean university identified herself in different communities in Korea, and what sociocultural factors affected her process of constructing multiple identities. Data was collected through interviews with a female native speaker teacher from New Zealand. The findings show that she perceived herself as a confident teacher in the classroom, but as a limited member of the university and the local community due to the distance between herself and the members of the communities. The findings suggest that native speaker teachers construct multiple and conflicting identities through different degrees of involvement in the communities in which they are located. Constructing a teacher identity can be described as a process of negotiation among those multiple and conflicting identities.
참고문헌 (34)
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