"Being Underdog": Supporting Nonnative English-Speaking Teachers (NNESTs) in Claiming and Asserting Professional Legitimacy

Autor/in	Reis, D. S.
Titel	"Being Underdog": Supporting Nonnative English-Speaking Teachers (NNESTs) in Claiming and Asserting Professional Legitimacy
Quelle	In: Journal on Excellence in College Teaching, 23 (2012) 3, S.33-58 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	Native Speakers; English (Second Language); English Teachers; Ideology; Knowledge Base for Teaching; Teacher Characteristics; Student Attitudes; Negative Attitudes; Beliefs; Self Concept; Professional Identity; Faculty Development; Teacher Qualifications; Writing Instruction; Grounded Theory; Content Analysis; Semantics; Ethnography; Data Analysis; Second Language Instruction; Computer Mediated Communication; Group Discussion + Suchen Sie Ihr Suchwort? Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Ideologie; Teaching theory; Theory of teaching; Unterrichtstheorie; Schülerverhalten; Negative Fixierung; Belief; Glaube; Selbstkonzept; Lehrqualifikation; Schreibunterricht; Inhaltsanalyse; Semantik; Ethnografie; Auswertung; Fremdsprachenunterricht; Computerkonferenz; Gruppendiskussion
Abstract	The author reports on a case study investigating how one nonnative English-speaking teacher (NNEST) struggled to claim professional legitimacy as a university-level ESL writing instructor. Using Vygotskian sociocultural theory (Vygotsky, 1978, 1986; Wertsch, 1985) and Bucholtz and Hall's (2005) indexicality principle, the author explores the relationship between the participant's professional self-concept and teaching practice as well as how in-service professional development experiences impacted his thinking, discourse, and action. The findings suggest that coursework and professional development addressing the native speaker myth can provide NNESTs with mediational tools through which to reimagine themselves as legitimate speakers and professionals in English Language Teaching (ELT). (Contains 1 footnote.) (As Provided).
Anmerkungen	Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10