scholarly journals Identity formation: An auto-ethnography of Indonesian student becomes a legitimate speaker and teacher of English

2020 ◽  
Vol 9 (3) ◽  
pp. 691
Author(s):  
Rina Febriani Sarie ◽  
Bambang Widi Pratolo ◽  
Eko Purwanti
Keyword(s):  
International Students ◽  
Identity Formation ◽  
Personal Experience ◽  
English Teachers ◽  
Language And Identity ◽  
English Speaker ◽  
Native English Speaker ◽  
Complex Process ◽  
Auto Ethnography ◽  
Theory Of Language

Several studies have investigated how the TESOL program influenced the construction of Non-Native English Speaker Teachers’ identities, yet few literature concerns about the negotiation of NNESTs’ identity as legitimate speakers and teachers of English. This paper was an auto-ethnographic investigation of my personal experience as one of international students in the TESOL program at an Australian university. Drawing on Norton’s theory of language and identity, this study examined a complex process of my identity formation as a legitimate speaker and teacher of English after studying one of a critical pedagogical unit ‘<em>Language, Culture, and Curriculum</em>’. The findings revealed that the TESOL program enabled me to discover and explore another part of myself as a legitimate speaker and teacher of English through linguistic constructs and rich knowledge given in that unit. It also supported that a critical pedagogical unit could empower international students to form their identities as confident and professional English teachers back to their countries.

scholarly journals “I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT

2018 ◽  
Vol 10 (1) ◽  
pp. 940-945
Author(s):  
Ke Ren
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
English Teachers ◽  
English Language Teaching ◽  
English Speaker ◽  
General Picture ◽  
Native English Speaker ◽  
English Teaching ◽  
Insight Into

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions. 

On Beginning to Become Dietitians

2014 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Debbie MacLellan ◽  
Jacqui Gingras ◽  
Daphne Lordly ◽  
Jennifer Brady
Keyword(s):  
Identity Formation ◽  
Professional Socialization ◽  
Early Years ◽  
Formation Processes ◽  
Socialization Process ◽  
Complex Process ◽  
The Future

This paper explores beginning dietetic practitioners’ perspectives on the process of becoming dietetics professionals through the use of vignettes to illuminate the complex process of professional socialization.  Embedded in these vignettes are three themes related to the socialization process that occurs in the early years of dietetic practice: congruence, resilience, and relationships.  Our findings indicate that new dietitians struggle to develop their dietitian identity.  They feel unprepared for the relational and practice realities of the workplace and find the transition from dietetic intern to dietitian challenging.  They seek many ways to cope including seeking support from others and planning for the future but some consider leaving the profession.  It is important to understand the professional socialization and identity formation processes that occur during the early years of practice to ensure that dietitians feel prepared and supported as they begin their careers.

Picture This: A Photovoice Study Of International Students’ Food Experience in Canada

2014 ◽  
Vol 75 (2) ◽  
pp. 59-63 ◽  
Author(s):  
Stephanie Amos ◽  
Daphne Lordly
Keyword(s):  
International Students ◽  
University Students ◽  
Identity Formation ◽  
International Student ◽  
Culture Shock ◽  
Traditional Foods ◽  
Group Discussions ◽  
Canadian Universities ◽  
Food Experience ◽  
International University

Purpose: International student enrolment in Canadian universities is increasing. As international university students acculturate, they experience a culture shock in which food plays a major role. International university students’ Canadian food experiences therefore were explored. Methods: A Photovoice methodology was used with 15 international undergraduate and graduate university students, who were recruited to take pictures of their food experiences. They also participated in two focus group discussions that included an analysis of their photos. Results: Seven themes related to the significance of food in acculturation were revealed: the paradox of Canadian convenience, the equation of traditional foods with health, traditional food quality and accessibility, support networks, food consumption for comfort, ethnic restaurants, and the exploration of non-traditional foods. Maintaining cultural identity with traditional foods was an overarching theme related to acculturation. Conclusions: International students acculturating to Canada have emotional and physical needs, which can be met through food. Opportunities exist to improve their acculturation experiences. Canadian universities can incorporate food acculturation strategies into campus events and menus. Nutrition professionals on campus can facilitate a positive food environment and nurture culture identity formation.

scholarly journals Identification of Foreign-Accented Words in Preschoolers With and Without Speech Sound Disorders

2020 ◽  
Vol 63 (5) ◽  
pp. 1340-1351
Author(s):  
Françoise Brosseau-Lapré ◽  
Wan Hee Kim
Keyword(s):  
Word Identification ◽  
Speech Sound ◽  
Receptive Vocabulary ◽  
English Speaker ◽  
Speech And Language ◽  
Vocabulary Size ◽  
Phonological Representations ◽  
Native English Speaker ◽  
Vocabulary Skills ◽  
Language Tests

Purpose The aim of this study was to investigate the ability of preschoolers with speech sound disorder (SSD) and with typical speech and language development (TD) to understand foreign-accented words, providing a window into the quality of their underlying phonological representations. We also investigated the relationship between vocabulary skills and the ability to identify words that are frequent and have few neighbors (lexically easy words) and words that are less frequent and have many neighbors (lexically hard words). Method Thirty-two monolingual English-speaking children (16 with SSD, 16 with TD), ages 4 and 5 years, completed standardized speech and language tests and a two-alternative forced-choice word identification task of English words produced by a native English speaker and a native Korean speaker. Results Children with SSD had more difficulty identifying words produced by both talkers than children with TD and showed a larger difficulty identifying Korean-accented words. Both groups of children identified lexically easy words more accurately than lexically hard words, although this difference was not significant when including receptive vocabulary skills in the analysis. Identification of lexically hard words, both those produced by the native English speaker and the nonnative English speaker, increased with vocabulary size. Conclusion Considering the performance of the children with SSD under ideal listening conditions in this study, we can assume that, as a group, children with SSD may experience greater difficulty identifying foreign-accented words in environments with background noise.

scholarly journals Oil and gas business specialists’ professional discourse structure and functions study

2018 ◽  
Vol 50 ◽  
pp. 01221
Author(s):  
Liliya Z. Samigullina ◽  
Elina F. Samigullina
Keyword(s):  
Personal Experience ◽  
Oil And Gas ◽  
A Priori ◽  
Professional Communication ◽  
Professional Activity ◽  
Professional Discourse ◽  
Anthropological Theory ◽  
Knowledge Presentation ◽  
Theory Of Language ◽  
Structure And Functions

The article deals with professional discourse which is defined as a speech in the aspect of the event, permeated with extralinguistic, sociocultural, psychological, professional and other factors, as a verbal communication aimed at theoretical and practical business problems solution and requiring special training and experience in a definite sphere of activity. The situation in professional discourse is a kind of professional knowledge presentation depending on the participants’ personal experience. The structure and the main functions of professional discourse are revealed. The fixed and stereotyped character of any professional activity gives a solid ground for professional domains conceptual linguistic modelling, viewed as a base for languages for specific purposes ideographic description. The linguistic modelling can be carried out within the framework of cognitive spheres I. “Nature”. II. “Man”. III. “Society”. IV. “Cognition (a priori)”. The developed professional discourse description model could serve both the needs of the anthropological theory of language and the need to improve the practice of professional communication in different fields.

Teaching for the Revolution: The Long March of Media Studies

2006 ◽  
Vol 120 (1) ◽  
pp. 181-190 ◽  
Author(s):  
Sue Turnbull
Keyword(s):  
United Kingdom ◽  
Popular Culture ◽  
Media Studies ◽  
Personal Experience ◽  
Media Education ◽  
The United Kingdom ◽  
Auto Ethnography ◽  
The University ◽  
The Revolution

This paper constitutes a form of auto-ethnography, reflecting on my career as a teacher of media in the United Kingdom during the 1970s and in Australia in 2006. The biographical method was chosen in order to affirm the value of media education in relation to the personal experience of both the student and the teacher, and to question the authority and value of the various Media Studies curricula as they have evolved over the last 30 years within the institutions of the school and the university. This account constitutes part of a larger project on the part of the author entitled ‘Moments of Intensity’, which is concerned with issues of affect and aesthetics in the experience of teaching media and popular culture.

scholarly journals An empirical investigation into the role of values in occupational therapy decision-making

2019 ◽  
Vol 82 (6) ◽  
pp. 357-366 ◽  
Author(s):  
Yvonne Thomas ◽  
David Seedhouse ◽  
Vanessa Peutherer ◽  
Michael Loughlin
Keyword(s):  
Decision Making ◽  
Occupational Therapy ◽  
Personal Experience ◽  
Occupational Therapists ◽  
Extensive Literature ◽  
Therapy Decision ◽  
Complex Process ◽  
Value Judgements ◽  
Psychological Influences

Introduction The importance of values in occupational therapy is generally agreed; however, there is no consensus about their nature or their influence on practice. It is widely assumed that occupational therapists hold and act on a body of shared values, yet there is a lack of evidence to support this. Method The research tested the hypothesis that occupational therapists’ responses to ethically challenging situations would reveal common values specific to the occupational therapy profession. A total of 156 occupational therapists were asked to decide what should be done in five common-place yet ethically complex situations, presented as scenarios for debate. Results The results show that while most occupational therapists share very general values, they frequently disagree about what to do in practice situations, often justifying their choices with different and sometimes conflicting specific values. In some cases, the same respondents espouse contradictory values in similar situations. Conclusion The extensive literature about decision-making – together with the study’s results – confirm that when occupational therapists make decisions, they draw on multiple factors, consciously and unconsciously. These factors vary between individuals. Value judgements are one part only of a complex process which includes personal experience, intuition, social influences, culture, psychological influences and relationships with both colleagues and clients.

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