Non-native English-speaking teachers (NNESTs) and professional legitimacy
A Sociocultural Theoretical Perspective on Identity Transformation
Bibliographic Data
| ID | 4179486 |
|---|---|
| Authors | Davi S Reis (Duquesne University, corresponding author) |
| Year | 2011 |
| Volume | 2011 |
| Issue | 208 |
| Publication date | 2011-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of the Sociology of Language (JOURNAL) |
| Journal identifiers | ISSN: 0165-2516 • E-ISSN: 1613-3668 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/ijsl.2011.016 |
| OpenAlex | W1978150076 |
| Language | EN |
| Citations received | 18 |
| References cited | 13 |
How do non-native English-speaking teachers (NNESTs) establish their legitimacy as credible, qualified instructors in the contexts where they teach vis-à-vis the native speaker (NS) myth (Phillipson, Linguistic imperialism, Oxford University Press, 1992)? Using Vygotskian Sociocultural Theory (Vygotsky and Cole, Mind in society: the development of higher psychological processes, Harvard University Press, 1978; Wertsch, Vygotsky and the social formation of mind, Harvard University Press, 1985), this paper traces the development of an ESL writing teacher's professional identity and explores how his beliefs and attitudes in regards to the NS myth are connected with his professional identity and instructional practices. Based primarily on classroom observations, interviews, and a dialogic journal between the researcher and the teacher, I argue that the process of challenging the NS myth and negotiating a professional identity as a legitimate, qualified, and confident ESL teacher, though complex, is largely understudied. In order to address this gap in the literature, this study shows how the participant, the teacher of a graduate-level writing course, went from being a "blind believer" in the native speaker myth to challenging it, to attempting to empower his own students as expert speakers and users of the language. Nonetheless, his beliefs and attitudes toward the NS myth remained ambivalent and contradictory. Based on the analysis presented, I offer some implications for second language teacher education
Aesthetics · Dialogic · Legitimacy · Literature · Mythology · Pedagogy · Social group · Social identity theory · Social science · Sociocultural evolution · Sociocultural perspective · Sociology · Teacher education · Anthropology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology
Interculturality at a US university
A language teacher’s agency in the development of her professional identities
An exploratory study of Hong Kong students’ perceptions of native and non-native English-speaking teachers in ELT
Plurilingualism as agentive resource in L2 teacher identity
The non-native speaker teacher as proficient multilingual
You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust
Exploring professional identity
Becoming international teachers of English
Predictors of Teachers’ Self-Efficacy in Teaching EFL
'Lengua franca' y 'lengua cosmopolitana
Beyond ‘(non) native-speakerism’
From identity unbecoming to becoming
Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator
International Teaching Assistants in the Composition Classroom
Research on “native” and “non-native” English-speaking teachers
Finding voice as a writing teacher
The ESL Teacher as Plurilingual
I May Be a Native Speaker but I'm Not Monolingual”
Non-native educators in English language teaching
Discourse and Identity
Teacher Thinking
Learning to Teach
Becoming "Black Lambs" Not "Parrots
The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms
Revisiting the Colonial in the Postcolonial
The Complex Construction of Professional Identities
"Seeing" Teacher Learning
The Idealised Native Speaker, Reified Ethnicities, and Classroom Realities
Going beyond the Native Speaker in Language Teaching
Situated Learning
School Teacher
| Unique citing works | 18 |
|---|---|
| Citations per year | 1,38 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |