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Negotiating teacher identity: Experiences of Black teachers of English in Korean ELT
English Today ( IF 1.156 ) Pub Date : 2020-01-15 , DOI: 10.1017/s0266078419000531
Hohsung Choe , Youngjoo Seo

Most recent research on teacher identity in the TESOL field has focused on how non-native English-speaking teachers (non-NESTs) view and position themselves vis-à-vis native English-speaking teachers (NESTs), and which factors influence their construction of their professional identities. However, the perceived native speaker/non-native speaker (NS–NNS) dichotomy greatly oversimplifies a complicated phenomenon by representing it as solely linguistic and disregarding sociocultural and political issues. Beyond the question of nativeness versus non-nativeness, race, ethnicity, nationality, and cultural identity have played key roles in how teachers position themselves within English language teaching (ELT). These other factors may be critical in how others judge the capability of a teacher of English and authenticity of his/her English.

中文翻译:

谈判教师身份:韩国英语外语教学黑人教师的经验

最近关于 TESOL 领域教师身份的研究集中在非英语母语教师 (non-NESTs) 如何看待和定位自己与英语母语教师 (NESTs) 相比,以及哪些因素影响了他们的建构他们的职业身份。然而,感知为母语者/非母语者(NS-NNS)的二分法通过将其仅表示为语言而忽视社会文化和政治问题,极大地简化了一个复杂的现象。除了本土与非本土的问题之外,种族、民族、国籍和文化认同在教师如何在英语教学 (ELT) 中定位自己方面发挥了关键作用。这些其他因素可能对其他人如何判断英语教师的能力和他/她的英语真实性至关重要。
更新日期:2020-01-15
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