"If you heard me speak, I'd be you'd think I was white" - Problematising teacher identity in TESOL
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Transcript of "If you heard me speak, I'd be you'd think I was white" - Problematising teacher identity in TESOL
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‘If you heard me, I’d bet you would think I was white’.
Problematising teacher identity in TESOL
Northern Association of Teachers of English to Speakers of Other Languages
Eljee Javier and Richard FayLanguage Teacher Education, The University of Manchester
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The Narrative Turn
study of narrative (i.e. narratology) vs. the narrative study of e.g. teachers' lives (narrative inquiry)the narrative construction of experience/reality (Jerome Bruner)researcher learning from narratives + narrator's learning through narration (Ivor Goodson; also narrative therapy)
life story vs. life history (Ivor Goodson)small stories (Alexandra Georgakopoulou); critical incidents; auto/biographical research; oral history; auto/ethnography
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"... it is difficult to separate judgements of people from judgements of language. In fact, it may always be a matter of identity, that is to say that when judgements are elicited about people or about their language, what is obtained is some view of the people themselves" (Davies, 2003: 199)
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Identity and ‘nativeness’ in TESOL
Native-speaker by birthNative-speaker (or native-speaker like) by being an exceptional learnerNative-speaker (or native-speaker like) through educationNative-speaker (or native-speaker like) by being a native user (post-colonial)Native-speaker (or native-speaker like) through long residence in the adopted country (Davies, 2003: 214)
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NESTs and Non-NESTs
"For teaching Germans, a phonetically trained German is far superior to an untrained Englishman [sic], the latter being quite unable to communicate his [sic] knowledge ..." (Henry Sweet, 1884: 595, in A.P.R. Howatt 1984: 183)
native-speakerism - "a language-based form of prejudice affecting language teachers" (Stephanie Houghton)
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"With reference to some recent postings on BAALmail, I too am concerned to see that we are promoting adverts which discriminate against non-native speaker teachers of English by inviting applications from native-speaker teachers only. I hope that the association is opposed to such discrimination, and will make the reasons for our oppositions clear to employers who seek to advertise through us." (Guy Cook)
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"I agree that a blanket preference for native speakers is untenable, but it is tricky to enforce across the board. Does it mean that UK schools cannot ask for French/German/Spanish 'assistants'? Does it mean that a European university, for example, cannot ask for an English 'Lektor'? Does it mean that a language school or university faculty cannot try to have one native speaker, as a consultant on a particular variety of English, as part of their wider English staff? Thought needs to be given to how we can regulate against discrimination without unreasonably precluding choices. Not easy; I don't have the answer...." (Ivor S.)
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FLE Jobs Adverts
e.g. "The person appointed will ... be a native/near-native speaker of French"
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Professional narratives of identity and nativeness
The Galician Aha Moment
Cert.TEFL - eligibility
EFL summer schools
Polish experiences
Recruiting teachers (for Eastern Germany)
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Three Stage Methodology
Stage Three: Restorying process
Stage One: Written narratives
Stage Two: One - to - One Interviews
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How do you see yourself as a native speaker of English?
Why did you choose to share this key
incident?
Written Narrative Interview Schedule
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Interview Transcription Restoried Narrative
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Restoried Narrative
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Background
What kinds of information was shared?Why would this information be important?
Delarozier, F. (2010), pg. Elje
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“...native-speakerism is an established belief that ‘native-speaker’ teachers represent a ‘Western culture’ from which spring the ideals of both the English language and of English language teaching methodology.” (Holliday 2005: 6).
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Identity and ‘nativeness’ in TESOL - participant responses
Native-speaker by birth Eljee / AndreasNative-speaker (or native-speaker like) by being an exceptional learner Suri/ LiNative-speaker (or native-speaker like) through education Suri / LiNative-speaker (or native-speaker like) by being a native user (post-colonial) Suri / LiNative-speaker (or native-speaker like) through long residence in the adopted country (Davies, 2003: 214) Li
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Critical Incident
What was your reaction to their stories?How is the content of these stories similar or different to one another?How are they similar or different to your own experiences?
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Further problematising the NS/NNS binary
✤ ‘Non-native speaker’ label is placed on teachers simply on the basis of their ‘ethnicity’
✤ Calls into question the non-linguistic aspects associated with native-speaker model
✤ Who’s worth more? Why?
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Reflections on being a VEM-NEST
What was your reaction?In what way do these teachers pose a challenge to the NS/NNS binary?
Delarozier, F. (2010), pg. 27
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VEM-NEST Grey Areas
✤ Continued use of ‘western’ identity Eljee / Andreas✤ using ‘western’ associations to offset negative views of
ethnic background✤ Identity construction can be strategic Li
✤ positive identities for themselves to give a positive meaning and value to their ethnic background
✤ Professional skills Suri✤ focus on being a good teacher as ‘proof’ that ‘someone
like me’ is capable, able and successfulas Elje
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Final thoughts...
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http://eljeejavier.com@[email protected]
http://edtechandtesol.info/phd/
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