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As recent postings to the BAAL-mail discussion list indicate, the topic of the nativeness of English language teachers is an enduring and divisive one. In this session, we will further problematise this topic through an exploration of the professional life-stories of visible ethnic minority native-English-speaker teachers (VEM-NESTs) and consider what these might reveal about the complexities of 21st century 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)
Elje
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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)
Elje
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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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Elje
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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
Elje
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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@eljeejavierejavier@me.com
http://edtechandtesol.info/phd/
frjfay@aol.com
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