Emotions and discourse in L2 narrative research, by Matthew T. Prior

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

“…For example, Menard-Warwick et al ( 2019) utilized an ethnographic case study to examine how English language teachers "appropriate historically-available discourses about English and ELT for their own identity development" in urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India (p. 367). Moreover, another line of qualitative research uses content analysis or (multimodal) critical discourse analysis in the studies that examine job advertisements and recruitment documents (e.g., Ahn, 2019;Alshammari, 2021;Daoud & Kasztalska, 2022;Lengeling & Mora-Pablo, 2012;Mahboob & Golden, 2013;Rivers, 2016;Ruecker & Ives, 2015;Selvi, 2010). In addition to the exponential increase in qualitative studies, researchers used quantitative research methods (mostly via questionnaires) to reach out to broader populations of participants who are teachers, students, parents, and school administrators (e.g., Aslan & Thompson, 2017;Azian et al, 2013;Buckingham, 2014;Clark & Paran, 2007;Moussu, 2010;Shibata, 2010).…”

“…Reviewing policies and institutional structures undergirding these schemes exhibits a considerable variation across these programs (Copland et al, 2016a(Copland et al, , 2016b), but they have received criticism for imposing structures that perpetuate the perennial chasm between NESTs and NNESTs. Most of these schemes require NESTs to have less experience and fewer qualifications (Chen & Cheng, 2010;Kim, 2007;Yanase, 2016) and, in return, offer a reduced workload and more work benefits (see Lengeling and Mora-Pablo [2012] for Mexico, Jeon [2009] for South Korea). On the other hand, the portrayal of NESTs as inexperienced, unqualified, and monolingual/monocultural individuals lacking intercultural sensitivity, whose professional status has been reduced to being "assistants," "foreigners," "guests," and "outsiders" (Bunce, 2016;Keaney, 2016;Yim & Ahn, 2018) and who act as "human tape recorders" (Tanabe, 1990) or "performing monkeys" (Jeon, 2009) with communicative entertainment value (Lowe & Kiczkowiak, 2016), often leads to marginalization and "feeling devalued as teachers, social exclusion, and resistance from local teachers" (Jeon, 2020, p. 10).…”

“…Discrimination based on speakerhood (i.e., [non-]nativeness) is not limited to recruitment policies and practices but also traverses into the workplace and manifests itself in various ways. These other forms of discrimination include, inter alia, widespread division of labor and legitimacy (NNESTs for receptive skills and NESTs for productive skills) (Choi & Lee, 2016) and approaches to authenticity (Lowe & Pinner, 2016), institutionalized dehumanizing impositions stripping teachers of their personal/professional identity by assigning them Anglicized names and forcing them to lie about their backgrounds (Tezgiden Cakcak, 2019), microaggressions as institutionalized regimes of inequality and marginalization faced by ELT professionals of color (Lee & Jang, 2022;Ramjattan, 2019c), and being subject to less payment, more teaching loads, and professional qualifications (Lengeling & Mora-Pablo, 2012;Wong et al, 2016). 4.…”