Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context
Bibliographic Data
| ID | 21196569 |
|---|---|
| Authors | Youngjoo Seo (0000-0003-2408-6702, Myongji University, corresponding author) |
| Year | 2024 |
| Volume | 15 |
| Issue | 5 |
| Pages | 1965-1988 |
| Publication date | 2024-09-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2022-0044 |
| OpenAlex | W4313824226 |
| Language | EN |
| Citations received | 12 |
| References cited | 55 |
Despite an increase in ethnic diversity within the country, the English language teaching workforce remains undeniably binary in Korea. Using an intersectionality lens, this study was an exploration of the racialized experiences of one Ugandan female teacher of English working in Korean ELT. Semi-structured interviews were conducted to investigate how she perceived herself as an English speaker and teacher and how Koreans’ stereotypes of ideal English teachers and Black people affected her professional identity and self-perceptions. Findings suggest that the Ugandan woman was rejected by the formal accreditation process and faced considerable challenges in her efforts to be accepted as a qualified English teacher in Korea. On the other hand, she perceived herself as a native-like English speaker and a fully qualified English teacher with an MA degree in TESOL and years of English teaching experience. This study reveals not only the practical difficulties of a biased assessment system, but also the narrow discourse concerning who can legitimately be recognized as an English teacher in Korea, which is at odds with the Korean policy of a pursuing multicultural society and honoring diversity and with the global trend of recognizing multiple English
Accreditation · Applied linguistics · English language · Intersectionality · Linguistics · Mathematics education · Medical education · Multiculturalism · Pedagogy · Perception · Political science · Sociology · Workforce · Gender Studies · Global Education and Multiculturalism · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Transnational L2-English-speaking teachers in Japanese middle schools
Multilingual English teachers in Asian Expanding Circle ELT
Addressing Anti‐Black Racism in English Language Teaching
“Being a native is not enough if you are not White”
Integrating antiracist pedagogy in a Korean EFL classroom
‘Proud to be a native speaker, but challenged by the role’
Enthusiasm, obsession, or delusion? language ideologies and negotiating identities of one non-native English teacher in an EFL context
Racial literacy development in online intercultural education in the EFL classroom
Does race matter? Insights into the professional experiences of foreign Asian English teachers in China
Becoming an EFL teacher abroad
They Prefer White People and American English
Between national and ethnic identity
Nonnative Speaker English Teachers
Global Englishes for Language Teaching
Repositioning English and multilingualism in English as a Lingua Franca
Incorporating Global Englishes into the ELT classroom
Native-speakerism
‘English fever’ in South Korea
Negotiating teacher identity
The (Mis)Understanding of Race and Racism in Multicultural Korea
Black Feminist Thought
Professional Identity Tensions in EFL Preservice Teachers
If Carmen Can Analyze Shakespeare, Everybody Can”
Angered
(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT
Exploring lived experiences of Black female English teachers in South Korea
Globalization and native English speakers in English Programme in Korea (Epik)
EFL learners' beliefs about native and non-native English-speaking teachers
The Mapping of a Framework
(Non)native Speakered
Race and Tesol
Teacher Training and the English Language in Uganda
The Darker Your Skin Color is, the Harder it is in Korea”
Discursive Construction of the Images of U.S. Classrooms
White Native English Speakers Needed
Wading Through the Stereotypes
From bi-racial to tri-racial
The Problem With the Phrase Women and Minorities
The Idealised Native Speaker, Reified Ethnicities, and Classroom Realities
Going beyond the Native Speaker in Language Teaching
Toward a Theory of Culturally Relevant Pedagogy
Entanglements of colonialism, social class, andUnequal Englishes
"Understanding "Koreanness
Using Zoom Videoconferencing for Qualitative Data Collection
Whose Norms? International Proficiency Tests in English
| Citations per year | 4 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |