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Nonnative English-speaking teachers in the United States issues of identity

Nonnative English-speaking teachers in the United States issues of identity

 Diniz de Figueiredo, Eduardo Henrique.
 2011
 p. 419-432 English
Ngôn ngữBilingual teachers.Ideology.Linguistic identity.ESL.Identity.
Tác giả CN Diniz de Figueiredo, Eduardo Henrique.
Nhan đề Nonnative English-speaking teachers in the United States: issues of identity / Eduardo Henrique Diniz de Figueiredo
Thông tin xuất bản 2011
Mô tả vật lý p. 419-432
Tóm tắt The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers’ concerns prior to arrival and how initial challenges were overcome, their experiences in establishing authority and creating a positive self-image in relation to the school community and the role that language (in particular their status as NNESTs, and their bi/multilingual skills) played in defining these concerns and experiences. Results showed that teachers’ bi/multilingual skills were crucial in defining their identities as unique professionals with cultural sensitivity to students’ realities. However, it was also evident that native- speakerism (Holliday 2006) still affects the ways in which NNESTs are perceived (both by themselves and by others) in the school environment
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Bilingual teachers.
Từ khóa tự do Ideology.
Từ khóa tự do Linguistic identity.
Từ khóa tự do ESL.
Từ khóa tự do Identity.
Nguồn trích Language and education- 2011, Vol25, N.5
MARC
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362[ 0] |a Vol. 25 (September 2011)
520[ ] |a The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers’ concerns prior to arrival and how initial challenges were overcome, their experiences in establishing authority and creating a positive self-image in relation to the school community and the role that language (in particular their status as NNESTs, and their bi/multilingual skills) played in defining these concerns and experiences. Results showed that teachers’ bi/multilingual skills were crucial in defining their identities as unique professionals with cultural sensitivity to students’ realities. However, it was also evident that native- speakerism (Holliday 2006) still affects the ways in which NNESTs are perceived (both by themselves and by others) in the school environment
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