Doing and Undoing (Non)Nativeness: Glocal Perspectives from a Graduate Classroom

Aneja, Geeta A.

doi:10.1007/978-3-319-72920-6_14

Cited by 4 publications

(3 citation statements)

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“…Javier (2016) examined the narratives of Visible Ethnic-Minority Native-English-Speaking Teachers (VEM-NESTs) and the racialized identities within the ELT industry. The participants, primarily of Asian descent in this study, reported experiencing struggling with being a perpetual foreigner in their teaching contexts and struggling to negotiate their identities to be accepted as NESTs, supporting Aneja's (2018) claim that nativeness and nonnativeness are fluid identity categories rather than discrete binary groups. This exploration into the complexities of teacher identity within the ELT industry underscores the need for a more nuanced understanding of the NEST/NNEST categorization, one that acknowledges the fluidity of identity and challenges the rigid structures that fail to accommodate the diverse experiences of educators around the world.…”

Section: The Native/nonnative English-speaking Teacher (Nest/nnest)supporting

confidence: 61%

Teacher emotions, identity, and speakerhood status in narratives of Filipino JET Assistant Language Teachers (ALT)

Lleses

2024

Div Journ

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This paper explores the accounts of four Filipino ALTs in teacher narratives as intertwined in their teacher emotions, identities, and practices to help understand modern changes in the understanding of the speakerhood status of traditionally perceived NNESTs in Japan and the globalized world using Norton’s (2013) concept of teacher identity. Primary data were collected from an initial survey questionnaire and semi-structured online interviews from four (4) ALTs. Guided by the narrative approach (Barkhuizen, 2008), we learned that Filipino ALTs’ identities are shifting and in flux as they navigate their emotions about their speakerhood status as ALTs in Japan. Participants responded with varying depictions of their imagined native (NES) and nonnative speakers (NNEST), specifying cultural, linguistic, and physical differences. Disappointment and frustration emerged as teacher emotions from external factors rather than speakerhood status. Moreover, feelings of happiness and inferiority, instead, were perceived to be associated with their speakerhood status. Data from the interviews show that their anxieties and inferiority related more to others' labeling of them as native speakers and the expectations of having to live up to the ideals of the NES. The data supports speakerhood status as a spectrum rather than a discrete category, with the participants’ teacher identities constantly shifting and in flux. The study shows that Filipino ALTs’ teacher emotions, as they relate to their communities, classroom policies, and shifting teacher identities, show and lead to their desire to invest and reinvest in their teaching practice and possibly signal shifts in teachers’ understanding of teacher ideologies.

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Section: The Native/nonnative English-speaking Teacher (Nest/nnest)supporting

confidence: 61%

Teacher emotions, identity, and speakerhood status in narratives of Filipino JET Assistant Language Teachers (ALT)

Lleses

2024

Div Journ

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“…First of all, the mainstream scholarship predicated upon essentialized and idealized nativeness (in English), that (whether acknowledged or not) juxtaposes "natives" and "non-natives" vis-à-vis each other. The emergence of the Native Speaker (NS)-non-Native Speaker (NNS) paradigm could be traced back to the seventeenth and eighteenth century Europe with the rise of the ethnolinguistically pure nation-state (Aneja, 2018). In order to be perceived as part of the nation, individuals may have to share more or enough characteristics emblematic of that nation, such as ethnicity, language spoken, culture and so on.…”

Section: List Of Figuresmentioning

confidence: 99%

“…Moreover, this conceptualization of 'self' or 'others' is reinforced by colonialism. With the development of colonialism around the world, the powerful nations were constructed to be superior to their colonial subjects in terms of ethical, intellectual, and linguistic standards (Aneja, 2018;Bhatt 2001;Pennycook 2008). For example, during the British colonial period in Hong Kong, white people with English as their first language were considered to be superior to the local people in Hong Kong and represented an image of a legitimate English native speaker.…”

Section: List Of Figuresmentioning

confidence: 99%

Exploring student/teacher interactions in Taiwanese buxiban classrooms from the poststructuralist concept of subjectivity

Chang¹

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Shadow education gains its name because it mimics the regular system. When new subjects and other curriculum changes are introduced in the regular system, before long they appear in the shadow; as the regular grows, so does the shadow. Unlike the formal schooling system, shadow education is a fee-charging education system and so considered to be half education and half business organisation. In the last two decades, shadow education has become a global phenomenon across continents such as Asia, North America, Europe, Oceania and Africa, and a new field for researchers to explore. The previous research indicates that shadow education does not mimic the formal schooling system only, but further affects it by changing students' attitudes towards the formal school system, school teachers' teaching, and students' life and learning. Apart from the impact on education, it also raises social issues, such as social justice, inequality, stratification and so on. The influence of shadow education on the formal schooling system and the life of students is vividly shown in Taiwan, where shadow education, called buxiban, is ubiquitous and is regarded as a unique culture. Like other Asian countries, more than 80% of students in Taiwan attend extra classes in the buxiban after school. The number shows dramatic growth in the last decade due to the I acknowledge that copyright of all material contained in my thesis resides with the copyright holder(s) of that material. Where appropriate I have obtained copyright permission from the copyright holder to reproduce material in this thesis and have sought permission from coauthors for any jointly authored works included in the thesis. v Publications included in this thesis 'No publications included'.

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The Intertwining of Native-Speakerism and Racism in the Construction of Linguistic Identity

He¹

2022

Discourses of Identity

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Doing and Undoing (Non)Nativeness: Glocal Perspectives from a Graduate Classroom

Cited by 4 publications

References 31 publications

Teacher emotions, identity, and speakerhood status in narratives of Filipino JET Assistant Language Teachers (ALT)

Teacher emotions, identity, and speakerhood status in narratives of Filipino JET Assistant Language Teachers (ALT)

Exploring student/teacher interactions in Taiwanese buxiban classrooms from the poststructuralist concept of subjectivity

The Intertwining of Native-Speakerism and Racism in the Construction of Linguistic Identity

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