Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17239
Title: Exploring the identity of pre-service NNESTs in Taiwan: A social relationally approach
Authors: Wang, Li-Yi
Lin, Tzu-Bin
Keywords: NNESTs
Identity
Social relationality
Pre-service teachers
Taiwan
Issue Date: Dec-2014
Citation: Wang, L. -Y., & Lin, T. -B. (2014). Exploring the identity of pre-service NNESTs in Taiwan: A social relationally approach. English Teaching: Practice and Critique, 13(3), 5-29.
Abstract: Teachers’ professional identity influences the way they think and teach. For pre-service non-native English speaking teachers (NNESTs), they are at the crucial stage of constructing self-image and self-perception as English language teaching (ELT) professionals, their beliefs about English teaching and learning and their attitudes towards changing teaching contexts. Applying a closed-ended questionnaire and in-depth interviews, this study investigated the impact of Native English Speaking Teachers (NESTs) on 258 pre-service NNESTs’ professional identity in Taiwan through the lens of social relationality. The results show that NESTs as significant “others” to the participants have brought conflicting discourses to the ELT profession (the micro-social context) and the policy discourse and the society (the macrosocial context). In the micro-social context, the participants encounter contradictory discourses brought by the presence of NESTs in terms of what the participants can offer as opposed to what ideal English teachers should possess. In the macro-social context, the participants face competing discourses caused by the presence of NESTs, in terms of what constitutes good teaching practice, as opposed to what is valued by the government and the major stakeholders in the society. Arguably, the participants’ professional identity is shaped through the process of interpreting and conjoining these contradictory and competing discourses. To help pre-service NNESTs construct a positive professional identity to support their professional lives, reforms in teacher education programs should focus on developing the teachers’ “non-native” status into resources for ascertaining the needs of the teaching contexts they are operating within.
URI: http://hdl.handle.net/10497/17239
ISSN: 1175-8708
Website: http://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2014v13n3art1.pdf
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