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Native-English-Speaking Teachers’ Construction of Professional Identity in an EFL Context : A Case of Vietnam
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS 바로가기
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- 통권
- Vol.10 No.1 (2013.03)바로가기
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- 페이지
- pp.1-23
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A201606
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6,000원
원문정보
초록
- 영어
- Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development due to the recognized reciprocal relationships between professional identity and professional knowledge and action. While a number of studies have been reported on the (re)construction of non-native English language teachers’ professional identity, relatively little attention has been paid to the professional identity of expatriate native-English-speaking teachers (NESTs). This paper reports on a qualitative study that explored the discursive construction of the professional identity of a small group of native-English-speaking teachers (n=5) working in an English Department of a Vietnamese university. Drawing on Wenger’s (1998) three modes of belonging – engagement, imagination, and alignment – the study examined the lived experiences of these NESTs in their new sociocultural context through in-depth interviews with each participant. The study indicates that NESTs’ limited socialization and non-participation into the local community of practices due to lack of collaboration with the local teachers constitute the major obstacle to the reconstruction of their professional identity. The findings of the study, therefore, could have implications in relatable contexts for better and more collaboration and cooperation between expatriate NESTs and local non-native-Englishspeaking teachers (NNESTs) given the growing interest in hiring NESTs in Asian countries.
목차
Abstract
INTRODUCTION
Teachers’ Professional Identity
The Discourse of Nativeness in TESOL
THE STUDY
The Setting
Participants
Research Method and Procedures
Data Analysis
FINDINGS
Teachers as Partners in the Construction of Knowledge
Learning through Enforced, Authentic Communication
Struggle to Enter the Community of Practice
Discussion
CONCLUSION
THE AUTHOR
ACKNOWLEDGEMENTS
REFERENCES
키워드
native-English-speaking teachers professional identity EFL context non-participation socialization collaboration Vietnam저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.10 No.1
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