Contextualizing teacher identity of non-native-English speakers in U.S. secondary ESL classrooms: A Bakhtinian perspective

Huang, I-Chen

doi:10.1016/j.linged.2013.09.011

Cited by 28 publications

(23 citation statements)

References 17 publications

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“…Identified themes were allocated to individual students and a profile for each participant was created to attain a thorough understanding of the mediation of student teachers’ identities and cognitions. Initially examining each student teacher individually (Huang, ) not only allowed the exploration of participants’ cognition development and identity formation in depth, but also assisted in the identification of thematic overlaps among student teachers (Timoštšuk & Ugaste, ). All of the coding was undertaken in NVivo 10.…”

Section: Methodsologymentioning

confidence: 99%

Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation

Burri

Hong-lin

Baker

2017

The Modern Language Journal

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The constructs of teacher cognition and teacher identity have recently gained considerable attention in second language teacher education research for their crucial roles in understanding teacher learning. While a number of current studies have examined the contributions of both constructs, the connections between cognition and identity are yet to be fully conceptualized. This article addresses this gap by drawing on the notion of identification to examine the identity construction and cognition development of 15 student teachers in the context of a postgraduate course on pronunciation pedagogy. Questionnaires, focus group interviews, observations, and semi-structured interviews were triangulated to obtain an in-depth understanding of the complex relations between identity formation and cognition growth. Findings revealed that identity construction-manifested through imagination of self and others, engagement and investment in the course, and alignment with course content-not only had a profound impact on participants' cognition development, but that these two constructs were intertwined in a complex and reciprocal relationship, fostering the process of student teachers' learning to teach pronunciation.

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Section: Methodsologymentioning

confidence: 99%

Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation

Burri

Hong-lin

Baker

2017

The Modern Language Journal

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“…Although there is a rich tradition of research on LTI, few studies have specifically examined the LTI of NNESTs who were educated outside the United States and find themselves as adult English language teaching professionals in the context of English‐dominant societies such as the United States (Huang, ; Mutlu & Ortaçtepe, ). Even though the extant research has explored LTIs for NNESTs who were born and/or immigrated at a younger age (Huang & Varghese, ), little is still known about the dynamic nature of LTI of this latter group of NNESTs.…”

Section: Language Teacher Identitiesmentioning

confidence: 99%

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

Fan

Jong

2019

TESOL Journal

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This article explores the experiences of a Chinese language teacher in the United States and how she constructed and negotiated her professional identities during and after her teacher preparation in a U.S.-based English as a second language (ESL) teacher preparation program. Using narrative inquiry to understand the participant's experience and perspectives of her professional identities as both an ESL teacher candidate and a Chinese language teacher in the United States, the study identified two key transitional periods: moving from China to the United States and transitioning from a student into a professional career. Findings underscore the dynamic nature of language teacher identities as individuals find themselves in different English language teaching contexts. The study also shows how professional identities are constructed in discourse and shaped by native speaker ideologies in the English language teaching field.In addition, the study reveals the dearth of critical reflection of Asian ethnic English language teachers on raciolinguistic ideologies obscuring their raciolinguistic identities and the crucial role that school climate plays in shaping teacher identities. The study calls for teacher candidates to have opportunities for critical reflection on their language teacher identities and critical analysis of curriculum and experiences in language teacher preparation programs.

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“…She traces this belief back to her English lessons at school, which were taught by Chinese teachers who, she says, 'cannot have a good accent', a prejudice linked to beliefs that a good accent can only be obtained through interacting with 'native-speakers' whose accents are considered "clear and easy to understand" (Ba Doan 2016: 73). Instead of valuing exposure to a range of accents as demonstrated by participants in a study by Huang (2014) in the US, Libby believes she would have a more acceptable accent if she had been taught by teachers using English as an L1. This belief, was endorsed by Jay's former teacher who told her "try your best to speak like a 'native-speaker'', advice which undermined not only Jay, but the teacher as an L2 user.…”

Section: Ideals Of Accentmentioning

confidence: 99%

Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English

Leonard

2018

Applied Linguistics Review

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The labelling of teachers of English as either ‘native’ or ‘non-native’ speakers in the field of English Language Teaching continues to promote ideals of ‘native-speakers’ that impact negatively on the teaching lives of those teachers using English as another language. In this paper, I explore constructs of ‘native-speakerism’ (Holliday, Adrian. 2015. Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In Anne Swan, Pamela Aboshiha & Adrian. Hollliday (eds.), Encountering Native-speakerism: Global perspectives, 11–25. Basingstoke: Palgrave Macmillan) by examining them as networks or assemblages formed through interactions of people, technologies, discourses and other material objects integral to teaching and learning environments. Drawing on ‘Actor-network theory’, I analyse unique influences of ‘native’ and ‘non-native’ networks as experienced by individual teachers of English from different contexts. The data collected in this qualitative study shows how ‘native-speaker’ networks form and exert power to reinforce the ideal of ‘native-speaker’ teachers, and restrict the agency of those who are classed as ‘non-native’. By unravelling these networks, I challenge the notions on which they are constructed, and show how the categorising of teachers in this way undermines the legitimacy of those classed as ‘non-native’, and limits their professional development. I therefore argue that moving beyond these labels is an essential step for English Language Teaching to move forward as a profession.

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Contextualizing teacher identity of non-native-English speakers in U.S. secondary ESL classrooms: A Bakhtinian perspective

Cited by 28 publications

References 17 publications

Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation

Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English

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