Voices within Nonnative English Teachers: Their Self-Perceptions, Cultural Identity and Teaching Strategies  

Oleh:

Chen, Julian Cheng Chiang ; Cheng, Jie

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Journal vol. 6 (Jun. 2012), page 63-82.
Topik: Nonnative English teachers (NNETs); cultural identity; TESOL profession; teaching strategies
Fulltext: Voices within Nonnative.pdf (355.22KB)

Isi artikel

Despite the fact that there are a number of studies on nonnative English teachers‘ (NNETs) self–perceptions and identity construction, scarce attention has been paid to the complex role NNETs‘ amount of teaching experience plays in teaching English in the U.S. This study aims to investigate the influential factors that shape the self-perceptions and teaching styles of novice vs. experienced NNETs in the U.S. Data were collected through semi-structured interviews with five NNETs teaching in a major American university. Follow-up email exchanges were employed to clarify information and probe unanswered questions. Interview excerpts of the analyzed patterns were validated through member checking with participants to confirm the emerging features from coding. The results reveal that NNETs of less teaching experience are more likely to conceal their cultural identity and that NNETs‘ self-perceptions are affected by students‘ attitudes, disadvantageous positioning in employment, and their perceived language needs. Findings drawn from this study also indicate that future NNETs teaching in the U.S. should capitalize on their cultural and linguistic repertoires by embracing their cultural identity, validating their teaching quality and self-esteem as a competent TESOL professional, and empathizing with their ESL students. For future research, this study suggests that with more NNETs of different races and have different amount of teaching experience involved, a greater understanding could be achieved with more widespread implications.

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