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A ‘new’ hierarchy of English teachers: the ‘half-native’ English teacher as a neoliberal, racialized and gendered subject
Asian Englishes Pub Date : 2021-03-04 , DOI: 10.1080/13488678.2020.1870787
Julius C. Martinez 1
Affiliation  

ABSTRACT

This article challenges binary-oriented approaches to understanding the issue of the native English-speaking teacher (NEST) and the non-native English-speaking teacher (NNEST). It unpacks a novel terminology called the ‘half-native English-speaking teacher’ (HNEST) that appears on the website of an online English school for Japanese students. The article also examines the privilege–marginalization experiences of three HNESTs. The analysis of the website shows that the multimodal representations tacitly generate a ‘new’ hierarchy of English teachers, with presupposed NEST, HNEST and NNEST categories arranged from top to bottom. While this hierarchy appears ‘new’ on the surface, it reinforces old and restricting discourses of idealization and essentialization. The analysis of the participants’ interviews, meanwhile, suggests that privilege–marginalization is not uniformly and categorically experienced. This complex fluidity of privilege–marginalization is dynamically interwoven in broader discourses of neoliberalism, race and gender.



中文翻译:

英语教师的“新”等级:作为新自由主义、种族化和性别主体的“半母语”英语教师

摘要

本文挑战了以二元为导向的方法来理解以英语为母语的教师 (NEST) 和非以英语为母语的教师 (NNEST) 的问题。它解开了一个新的术语,称为“半母语英语教师”(HNEST),该术语出现在面向日本学生的在线英语学校的网站上。本文还考察了三个 HNEST 的特权边缘化经历。该网站的分析表明,多模态表示默认生成了英语教师的“新”层次结构,预设的 NEST、HNEST 和 NNEST 类别从上到下排列。虽然这种等级制度表面上看起来是“新的”,但它强化了旧的和限制性的理想化和本质化话语。同时,对参与者访谈的分析,表明特权边缘化并没有统一和明确地经历。这种特权-边缘化的复杂流动性动态地交织在新自由主义、种族和性别等更广泛的话语中。

更新日期:2021-03-04
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