The Multilayered Nature of Becoming Nonnative-English-Speaking Teacher

Hsieh, JK-T; Gao, X; Bell, S

The Multilayered Nature of Becoming Nonnative-English-Speaking Teacher

Hsieh, JK-T Gao, X Bell, S

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Publisher:: Wiley
Publication Type:: Journal Article
Citation:: TESOL Quarterly, 2022, 56, (1), pp. 178-200
Issue Date:: 2022-03-01

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Field	Value	Language
dc.contributor.author	Hsieh, JK-T
dc.contributor.author	Gao, X
dc.contributor.author	Bell, S
dc.date.accessioned	2023-07-10T20:44:04Z
dc.date.available	2023-07-10T20:44:04Z
dc.date.issued	2022-03-01
dc.identifier.citation	TESOL Quarterly, 2022, 56, (1), pp. 178-200
dc.identifier.issn	0039-8322
dc.identifier.issn	1545-7249
dc.identifier.uri	http://hdl.handle.net/10453/171422
dc.description.abstract	This paper draws on an ethnographic research that examined Taiwanese international students identity movements before during and after their overseas education in Australia Previous studies on nonnative English speaking teachers NNESTs studying TESOL in the West focused on the formation of their professional identity before and after the completion of TESOL programs abroad This study pioneers a model which examines NNESTs multilayered complexity of identity formation by drawing on the Douglas Fir Group s 2016 multifaceted nature of language learning and teaching and Wenger s 1998 identification and negotiability of identity formation to analyze one Taiwanese student s developing NNEST identity We found the participant s social life experiences reshaped her professional identity as NNEST The user experience as a nonnative English speaker prompted her critical reflection on the notion of functional English user and teaching This notion shaped by social aspects of learning was later demonstrated in her teaching practice The study suggests 1 that future research includes NNESTs social aspects of experiences as nonnative English users 2 that SLA researchers for TESOL programs continue analyzing NNESTs deficit discourse with transdisciplinary approach 2021 The Authors TESOL Quarterly published by Wiley Periodicals LLC on behalf of TESOL International Association
dc.language	en
dc.publisher	Wiley
dc.relation.ispartof	TESOL Quarterly
dc.relation.isbasedon	10.1002/tesq.3057
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy, 2004 Linguistics
dc.subject.classification	Languages & Linguistics
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	3904 Specialist studies in education
dc.subject.classification	4703 Language studies
dc.title	The Multilayered Nature of Becoming Nonnative-English-Speaking Teacher
dc.type	Journal Article
utslib.citation.volume	56
utslib.for	1302 Curriculum and Pedagogy
utslib.for	2004 Linguistics
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access	*
dc.date.updated	2023-07-10T20:44:03Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	56
utslib.citation.issue	1

Abstract:

This paper draws on an ethnographic research that examined Taiwanese international students identity movements before during and after their overseas education in Australia Previous studies on nonnative English speaking teachers NNESTs studying TESOL in the West focused on the formation of their professional identity before and after the completion of TESOL programs abroad This study pioneers a model which examines NNESTs multilayered complexity of identity formation by drawing on the Douglas Fir Group s 2016 multifaceted nature of language learning and teaching and Wenger s 1998 identification and negotiability of identity formation to analyze one Taiwanese student s developing NNEST identity We found the participant s social life experiences reshaped her professional identity as NNEST The user experience as a nonnative English speaker prompted her critical reflection on the notion of functional English user and teaching This notion shaped by social aspects of learning was later demonstrated in her teaching practice The study suggests 1 that future research includes NNESTs social aspects of experiences as nonnative English users 2 that SLA researchers for TESOL programs continue analyzing NNESTs deficit discourse with transdisciplinary approach 2021 The Authors TESOL Quarterly published by Wiley Periodicals LLC on behalf of TESOL International Association

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http://hdl.handle.net/10453/171422