Speaker
Description
This qualitative case study examines changes in a Japanese non-native English-speaking teacher’s (NNEST) professional identity during a one-year TESL program in an English-speaking context. Findings suggest that while the teacher increasingly recognized the legitimacy of diverse Englishes and NNESTs, these changes did not necessarily accompany a more positive evaluation of the teacher’s own English proficiency or the rejection of native-speaker norms for English teachers, highlighting the multidimensional nature of NNEST identity development.
Abstract section 3: Content/method
The study draws primarily on audio diary entries and a reflective journal recorded over the course of the program, supplemented by course assignments and materials. Using an autoethnographic approach, the data were organized chronologically and analyzed for changes and continuities in the teacher’s self-perception as an NNEST, evaluation of English proficiency, and views of diverse Englishes and their legitimacy. Relevant course assignments and materials were used to contextualize these changes.
Abstract section 2: Contribution/research questions
This study examines how a Japanese English teacher’s self-perception as an NNEST and views of the diversity and legitimacy of English changed during a one-year TESL program in an English-speaking context.
Abstract section 5: References
Clarke, M. (2009). The Ethico-politics of Teacher Identity. Educational Philosophy and Theory, 41(2), 185–200. https://doi.org/10.1111/j.1469-5812.2008.00420.x
Jee, Y. (2016). Critical perspectives of world Englishes on EFL teachers’ identity and employment in Korea: an autoethnography. Multicultural Education Review, 8(4), 240–252. https://doi.org/10.1080/2005615X.2016.1237705
Yazan, B. (2019). An autoethnography of a language teacher educator: Wrestling with ideologies and identity positions. Teacher Education Quarterly (Claremont, Calif.), 46(3), 34–56.
Abstract section 4: Outcomes/results
Participants will gain insights into how NNESTs’ professional identities may change through experiences in linguistically and culturally diverse educational contexts. The findings show that while the teacher increasingly recognized the legitimacy of diverse Englishes and NNESTs, these changes did not necessarily accompany a more positive evaluation of the teacher’s own English proficiency or the rejection of native-speaker norms for English teachers. Participants will consider how different dimensions of teachers’ beliefs and professional identities may change or persist in different ways.
Abstract section 1: Relevance
Teachers’ professional identity is increasingly recognized as an important factor shaping classroom practice and learners’ experiences (Clarke, 2009). In particular, growing attention has been given to how non-native English-speaking teachers’ (NNESTs) professional identities are shaped and reshaped through their experiences (Jee, 2016; Yazan, 2019). However, further investigation is needed into how NNESTs’ self-perceptions and beliefs about English develop over time through professional learning in linguistically and culturally diverse contexts.
| Title | Reconsidering NNEST Identity: A Reflective Case Study |
|---|---|
| Teaching Context | General |