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Diverse Interpretations on Nativeness but Unanimous Subscription to Native-speakerism : Identity of Future Non-native English Teachers in Taiwan

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.15 No.3 (2018.09)바로가기
  • 페이지
    pp.603-617
  • 저자
    Tzu-Bin Lin, Li-Yi Wang, Mu-Yu Wang
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A338416

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원문정보

초록

영어
In the current body of knowledge about the influence of native English-speaking teachers (NESTs) on the professional identity of non-native English-speaking teachers (NNESTs), the fundamental question of ‘What exactly do native English speakers (NESs) mean to NNESTs?’ has been left unanswered and the voices of preservice NNESTs are largely absent. This study examined the influence of NESTs as ‘significant others’ in the English language teaching profession on preservice NNESTs’ identity by looking into how preservice NNESTs interpret the term native English speakers, accept native speaker norms, and respond to the active recruitment of NESTs through the national policy in Taiwan. Survey and interview data were collected from 258 preservice English teachers. The findings show that although the participants held diverse views on who constitute NESs, they shared a unanimous subscribingto native-speakerism. The participants gave conditional support to the policy of recruiting NESTs while highlighting their opposition to uncertified NESTs and differentiated payment. Implications to teacher education and policy decisions are provided.

목차

Abstract
 Introduction
 Literature Review
  Professional Identity and NNESTs
  Research Context
 Methodology
  Participants
  Data Collection and Analysis
 Findings
  Interpretation of Native English Speakers
  Reception of Native Speaker Norms
  Responses to NESTs-recruitment Policy
 Discussion
  From ‘Fallacy’ Advocates to Diversity Practitioners
  From Ethnic-oriented to Professionalism-driven Policy
 Conclusion
 The Authors
 References
 Appendix

키워드

preservice teachers teacher identity education policy language education

저자

  • Tzu-Bin Lin [ National Taiwan Normal University, Taiwan ]
  • Li-Yi Wang [ National Taiwan Normal University, Taiwan ]
  • Mu-Yu Wang [ National Taiwan Normal University, Taiwan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 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

  • 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

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