Native Speakerism Affecting Nonnative English Teachers’ Identity Formation: A Critical Perspective

2011 ◽  
Vol 66 (4) ◽  
pp. 53-71 ◽  
Author(s):  
Hye-Kyung Kim
Keyword(s):  
Identity Formation ◽  
English Teachers ◽  
Critical Perspective

scholarly journals Corporate social entrepreneurship versus social intrapreneurship: same idea, different trajectories ?

2017 ◽  
Vol 12 (2) ◽  
pp. 252-276 ◽  
Author(s):  
Shahrazad Hadad ◽  
Ramona Cantaragiu
Keyword(s):  
Identity Formation ◽  
Social Entrepreneurship ◽  
Social Business ◽  
Critical Perspective ◽  
Field Of Study ◽  
Conceptual Mapping ◽  
Current State ◽  
Fields Of Study ◽  
Corporate Social ◽  
Proper Field

AbstractWe present a critical perspective of the current state of development of CSE and SI as fields of study and practice based on a geographical and conceptual mapping of the actors involved in the two fields. Although these concepts are set into motion by different forces on different paths, they converge towards a common apprehension of social business. CSE has no supporting core and it offers scarce and scattered resources for identity formation, while SI benefits from practitioners’ attention and is thus developing as a proper field of study. Using this knowledge we anticipate what the future holds for these concepts and offer valuable insights for interested practitioners and academics.

The Impact of Technology Innovation on the Undergraduate Learner

2020 ◽  
pp. 266-280
Author(s):  
Victoria Palahicky
Keyword(s):  
Social Media ◽  
Identity Formation ◽  
Technology Innovation ◽  
Media Use ◽  
The Other ◽  
Critical Perspective ◽  
Social Media Use ◽  
Health And Wellbeing ◽  
Impact Of Technology ◽  
The Impact

Undergraduate learners, as they try to figure out who they are through the process of identity formation, are vulnerable to the damage social media can cause. Yet, social media continues to grow in popularity among users (ages 18-29) and affords the ability to create a more desirable self; sustain current social relationships; and connect with new individuals around the globe. On the other hand, social media use can significantly impact perceptions of “self.” This chapter presents a critical perspective of social media use and the impact it can have on undergraduate learners' mental health and wellbeing. It concludes with a call for innovative supports for the undergraduate learner to address these issues.

Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China

2020 ◽  
pp. 136216882091095
Author(s):  
Wendy Li
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Teacher Identity ◽  
Life Histories ◽  
English Teachers ◽  
Training Institution ◽  
Chinese Teachers ◽  
Identity Narratives ◽  
Teacher Identity Formation ◽  
The Relationship

This study explores the complexities of teacher identity formation for two Chinese teachers of English in China, who represent two growing groups of English teachers: Alice, who worked in a private English training institution and John, who was a self-employed private English tutor. Drawing insights from Barcelos’ (2015) theorization of the relationship among teacher beliefs, teacher identity, and teacher emotions, this study employs an integrated perspective to investigate two participants’ English teacher identity development by examining the dynamic interplay among these three constructs (beliefs, identity, and emotions). Narrative inquiry is used for data analysis. By exploring two participants’ life histories of learning English and becoming English teachers, this study captures the dynamics of how the focal participants’ core beliefs and emotions interacted inextricably with and shaped their teacher identity development.

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 Indonesian Novice English Teachers’ Identity Formation

2019 ◽  
Vol 8 (1) ◽  
pp. 41-53
Author(s):  
Anastasia Nelladia Cendra
Keyword(s):  
Beginning Teachers ◽  
Narrative Inquiry ◽  
Identity Formation ◽  
Coping Strategies ◽  
English Language ◽  
Significant Others ◽  
English Teachers ◽  
Early Years ◽  
School Staff

In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namely looking for solutions by themselves (negotiating, choosing one stream, and learning more about something), accepting as the situation as it is, receiving help without asking, and sharing with significant others. It is suggested that fellow teachers, school staff, and related authorities give more to help beginning teachers handle the tensions.   Keywords: beginning teachers, coping strategies, identity, tensions  

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