Decoding “Good Language Teacher” (GLT) Identity of Native-English Speakers in South Korea

Ahn, So-Yeon

doi:10.1080/15348458.2019.1635022

Cited by 20 publications

(13 citation statements)

References 30 publications

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“…The current findings support the recommendation that English language teacher education focuses on extending teachers' perspectives of WE, EIL, and ELF paradigms, introducing relevant multilingual/multicultural approaches of English teaching, for instance, developing a set of listening materials based on WE for use in EFL classrooms to raise students' awareness of English varieties [37]. Language teachers and curriculum developers can incorporate varieties of English, especially Asian Englishes, to classroom practices, placing a focused look at developing students' competencies for interactions [8] and assisting them in developing into global citizens who are linguistically and interculturally competent [38,39]. In other words, during EFL teaching and learning, it is critical to consider the significance of cultural capital and linguistic ideology, as well as the construction of identity [40,41].…”

Section: Discussionmentioning

confidence: 99%

English as an International Language: Perceptions of EFL Preservice Teachers in Higher Education Institutions in Indonesia

Raja

Flora

Putrawan

et al. 2022

Education Research International

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It is widely known that the English language has rapidly spread across the globe and is now used for a wide range of purposes. Its status as a national/foreign language has shifted to that of an international language. Despite this awareness, however, studies on perceptions of English as an international language (EIL) among EFL preservice teachers in the Indonesian context are not commonplace in the literature. Therefore, this study was aimed at elucidating the perceptions of the four aspects of EIL among EFL preservice teachers in higher education institutions in Indonesia. This quantitative study adopted a descriptive approach using a five-point Likert scale questionnaire with a total of 14 close-ended statements. Data collected from the questionnaire were analysed using descriptive statistics. The findings suggest that EIL is positively viewed by participants as a means of global communication to achieve a variety of purposes. They welcome and accept various varieties of English, demonstrating a strong multilingual/multicultural understanding through their ability to accept different pronunciation patterns and adapt their behavior and conversational styles when interacting with people from diverse cultural backgrounds. They have a strong sense of ownership over their own English varieties. Finally, the study’s implications for the four aspects of EIL including the current status of English, English varieties, multicultural communication strategies, and the identity of English speakers are also discussed, along with limitations and recommendations for future research.

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Section: Discussionmentioning

confidence: 99%

English as an International Language: Perceptions of EFL Preservice Teachers in Higher Education Institutions in Indonesia

Raja

Flora

Putrawan

et al. 2022

Education Research International

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“…This has come to be identified as an ideology of 'native-speakerism', the idea that native English speakers are more legitimate EFL teachers Kim, 2020). In EFL classrooms, native speakers have been considered more authentic than non-native teaching professionals (Stanley, 2012), though nationality (which doesn't necessarily entail native English-speaking status) sometimes serves as a stand-in (Ahn, 2019). When speakers form the Global South teach abroad, they are more likely to be positioned as migrants than expatriates, even if from the Philippines, where English is an official language (Gu & Canagarajah, 2018;Perez-Amurao, 2019).…”

Section: The Expatriate Efl Teachermentioning

confidence: 99%

“…Occupying this space may only serve to perpetuate harmful dynamics of colonialism and cultural chauvinism (Oh & Oh, 2017). Further, the identity of the EFL expat is not equally open to everyone, but is entangled with tensions of race (Cho, 2012;Stanley, 2012) and nationality (Ahn, 2019) making it more available to some than others.…”

Section: Introductionmentioning

confidence: 99%

Unraveling the EFL expat: challenging privilege through borderlands and Asia as Method

Sherman

2022

Asia Pacific Educ. Rev.

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Each year, multitudes respond to the demand for native English speakers to teach English as a Foreign Language (EFL) in Asian countries, particularly China, Japan, and South Korea. These EFL transnationals are often young, new to living abroad, and inexperienced as educators. When they arrive, they often find a community, and an identity waiting for them: that of the expatriate.In this paper, I draw on research on EFL expatriates to produce a figuration, a way of engaging with and highlighting contradiction and disjuncture in the narrative identity of EFL expat taken up by some transnational EFL teachers. This figuration serves as a nexus to which I bring two bodies of theory with which to think. These are the Borderlands Thought of Gloria Anzaldúa and Chen Kwan-Hsing's articulation of Asia as Method. Separately, I bring these into conversation with the figuration of the EFL expat, then consider what emerges when all three are brought together. In doing so, I highlight how the figuration of the EFL expat is outlined by privileged and constrictive colonial, racial, professional, and linguistic dichotomies. The theories of Anzaldúa and Chen help to unravel these binaries, suggesting ways in which transnational English teachers can move on from such constraints to become something more than in-but-notof their local world. I also consider what it means for Western scholars to work respectfully in theoretical spaces that were not developed by and for them, proposing that such researchers can think of themselves as theoretical expatriates.

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“…In terms of curriculum and subject matter, teachers of science (Lutovac & Kaasila, 2019;Murphy et al, 2017;Novelli & Ross, 2017), physical education (Fadale & Powell, 2017;Landi, 2018), arts (Kraehe, 2015) and most of all second languages (EFL) have been researched (Ahn, 2019;Aneja, 2016;Avalos-Rivera, 2019;Lieva, 2010;Liu & Xu, 2013;Loo, 2018;Pennington, 2016;Raman & Yiğitoğlu, 2018;Torres-Rocha, 2017;Trent, 2017;Wolf & de Costa, 2017). Although we studied many papers in this category, in terms of our STORIES OF TEACHERS' IDENTITY research project based on the field of humanities and an extensive body of literature in this field, we illustrate only the example of languages in this article.…”

Section: Subject-matter Portrayed In Teachers' Storiesmentioning

confidence: 99%

Stories of Teachers’ Identity: Between Personal and Professional Experience

Lojdová¹,

Vlčková²,

Nehyba³

2021

Studia paedagogica

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Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010-2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.

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Decoding “Good Language Teacher” (GLT) Identity of Native-English Speakers in South Korea

Cited by 20 publications

References 30 publications

English as an International Language: Perceptions of EFL Preservice Teachers in Higher Education Institutions in Indonesia

English as an International Language: Perceptions of EFL Preservice Teachers in Higher Education Institutions in Indonesia

Unraveling the EFL expat: challenging privilege through borderlands and Asia as Method

Stories of Teachers’ Identity: Between Personal and Professional Experience

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