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(Non)native Speakered Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education

(Non)native Speakered Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education

 Aneja, Geeta A.
 572-596 p. English
Ngôn ngữ
Tác giả CN Aneja, Geeta A.
Nhan đề (Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education / Geeta A. Aneja
Mô tả vật lý 572-596 p.
Tóm tắt Despite its imprecision, the native–nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on “NNEST” preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying the notion that nativeness and nonnativeness are objectively distinct categories. This article adopts a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that the author terms (non)native speakering. It then applies this dynamic framework to analyze “narrative portraits” of four different archetypical language teachers, two of whom seem to fit neatly into (non)native speakerist frames of language and culture and two of whom deviate from them. It then reflects on how these preservice teachers negotiate, re-create, and resist the produced (non)native speaker subjectivities, and considers the complexity, fluidity, and heterogeneity within each archetype. In the conclusion, the author consider implications of (non)native speakering as a theoretical and analytical frame, as well as possible applications of the data for teacher education.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-TV ĐHHN
Nguồn trích Tesol quarterly- 2016, Vol50, N.3
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Despite its imprecision, the native–nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on “NNEST” preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying the notion that nativeness and nonnativeness are objectively distinct categories. This article adopts a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that the author terms (non)native speakering. It then applies this dynamic framework to analyze “narrative portraits” of four different archetypical language teachers, two of whom seem to fit neatly into (non)native speakerist frames of language and culture and two of whom deviate from them. It then reflects on how these preservice teachers negotiate, re-create, and resist the produced (non)native speaker subjectivities, and considers the complexity, fluidity, and heterogeneity within each archetype. In the conclusion, the author consider implications of (non)native speakering as a theoretical and analytical frame, as well as possible applications of the data for teacher education.
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