An English Teacher Struggle to Establish Voice in the Periphery

Abstract

This paper explores my identity formation and the struggle to establish voice as a non-native teacher working in the periphery. While publication on non-native speakers' struggle into academia has been growing in the West, such publication is rare in the periphery where I have been working as an English language teacher for the last seven years. My personal reflection has shown that similar to their non-native colleagues working in the Center, non-native teachers also experienced marginalization that have fostered a perception that their nononativeness is a drawback. This leads to an identity of the non-native teacher s into a producer of errors and second-rate citizens despite years of learning English. From this personal narrative, I learned that it is crucial for teacher education programs to address issues of native/nonnatives as an attempt to unfasten destructive identity constructions that non-native speakers are accustomed to.

A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum

“…In the specific field of EIL teacher education (Johnson & Golombek, 2002, 2011 there has been a growing concern about the need to study identity construction processes from the earliest stages of initial teacher preparation programs, which involve complex and situated trajectories. These studies would allow professionals and researchers to become fully attuned to the long-acclaimed sociocultural turn in ELT by focusing on praxis; legitimizing teachers' identity and practical knowledge; retracing the physical and digital boundaries of teacher education and development; as well as living, teaching, teaching to learn, and teaching to teach in "glocal" milieus (Johnson, 2006).…”

Input-Output Interplay in Indonesian EFL Classrooms: A Conversational Analytical Study

“…Cook (2001) highlights that teachers need to ensure that there is a critical reflection around the moderate and judicious use of L1/SL in the language classroom. To put into practice these scholars ideas of the maximum and optimal use of L1 in a classroom is difficult (Zacharias 2011) since teachers sometimes do not realize themselves when they have used L1 (Polio & Duff 1994).…”