‘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)

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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)

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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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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

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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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