Negotiating borders of being and becoming in and beyond the English language teaching classroom: two university student narratives from Japan

Rudolph, Nathanael

doi:10.1080/13488678.2015.1132110

Cited by 31 publications

(16 citation statements)

References 37 publications

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“…However, constantly shifting and fluctuating, language ideologies “are not coherent or stagnant standards; they are dynamic systems with permeable boundaries” (McEvoy, , p. 29). Therefore, multiplicity, contradiction, and incongruity are characteristic of language ideologies and identity positions that are made available in speech communities (Rudolph, ).…”

Section: Language Ideologiesmentioning

confidence: 99%

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Yazan

2019

TESOL Journal

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This study examines the use of autoethnography as a teacher learning activity in a graduate-level Linguistic for Classroom Teachers course to provide teacher candidates (TCs) with a discursive and experiential space to engage in narrative identity work. Designed as a semester-long critical autoethnographic narrative (CAN), this teacher learning activity included language ideologies as a conceptual lens to guide six teacher candidates' analysis of their experiences learning, using, and teaching languages. This study focuses on one of six TCs, Sara, as an information-rich case selected with intensity sampling, and examines how she approaches and analyzes language ideologies and identity positions in her CAN. It specifically addresses the following research question: How does Sara make sense of language ideologies and identity positions as she recounts and examines the stories in her autoethnography? To answer this question, the author analyzes the following CAN components as data: four installments, one-on-one feedback sessions, discussion board posts, concept map of CAN, pair work of rubric co-construction, and CAN presentation. The findings demonstrate that in her CAN assignment, Sara discusses valorization and hierarchization in language ideologies, explores border patrolling and identity positioning in language ideologies, and destabilizes ideological binaries as she constructs her teacher identity through narrative.

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Section: Language Ideologiesmentioning

confidence: 99%

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Yazan

2019

TESOL Journal

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“…Select work has moved conversations regarding privilegemarginalization beyond idealized nativeness in English. This scholarship conceptualizes individuals" negotiations of identity as learners, users and instructors of English, as sociohistorically and contextually linked to their negotiations of who they "are," "can," and/or "should" be or become in the community/ies in which they live, work and study (e.g., Rudolph, 2016;Yazan & Rudolph, 2018). Such work is transdisciplinary, drawing upon literature from fields including cultural anthropology, sociology, and history, exploring identity, experience and inequity within communities and societies in which ELT-related conversations regarding privilegemarginalization are situated.…”

Section: Ellis (2016) Andmentioning

confidence: 99%

“…The construction of an essentialized "Self," simultaneously included the construction of "Otherness." In the Meiji period, this involved attempts at facilitating linguistic, cultural, religious, and educational detachment from Asia (Sugimoto, 2009), and the juxtaposition of an essentialized Japaneseness against an essentialized, idealized West, and the knowledge, skills, thinking, speech, and behavior of an imagined, idealized "native speaker" of English (Kubota, 2002;Rudolph, 2016). The "native speaker" is most often conceptualized as white, Western, monolingual, middle to upper class, American or "British," and largely male (Kubota, 2002).…”

Section: A Snapshot: Critical Explorations In Japan In and Beyond Eltmentioning

confidence: 99%

“…In such scholarship, ELT is conceptualized as shaping and shaped by globalized and localized discourses regarding who people "are" and "can" and/or "should" be and become as English learners, users and instructors, and as members of Japanese society. Such work posits that ELT serves to perpetuate idealized and essentialized Japaneseness and the notion of a "homogenous" Japan, contrasted against an idealized Otherness/nativeness in English (e.g., Bouchard, 2017;Heinrich, 2012;Houghton & Rivers, 2013;Houghton, Rivers & Hashimoto, 2018;Kubota, 2002Kubota, , 2017Liddicoat, 2007;Rudolph, 2016;Toh, 2015Toh, , 2016Toh, , 2019. The findings from such scholarship include: *Privilege and marginalization manifest fluidly, and in diverse ways, in and across contexts and professional positions in "Japan," in the lives of teachers.…”

Section: Connecting With and Interpreting "History" (?)mentioning

confidence: 99%

“…The monolingual principle (Howatt, 1984), the notion that ELT should occur solely in English, leading to the fallacy that the "native speaker of English" (NEST) is best equipped to teach (Phillipson, 1992), reinforced the field"s focus on idealized nativeness, thus privileging individuals positioned as "native." ELT thus both reflected, and contributed to shaping, individuals" larger communal and societal negotiations of who they "were/are," and "can" and/or "should" be or become as language learners, users and instructors, and as members of the community/ies in which they lived, worked, and studied (Rudolph, 2016).…”

Section: Introduction: Privilege Marginalization and The Field Of Eltmentioning

confidence: 99%

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Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching

Rudolph¹

2019

Indonesian JELT

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Within English language teaching (ELT), critical scholarship has paid ever-increasing attention to identity, experience and (in)equity, and thus to privilege-marginalization: where it comes from, how and why it manifests, who (potentially) experiences it, and what might be done to address inequity in (and potentially beyond) the profession. This dialogue is intertwined with broader attempts in the field to account for the complexity of identity and interaction in settings around the globe. In this article, I discuss how categorical apprehensions of identity, experience and privilege-marginalization, and approaches to (in)equity, have framed discourse within critical scholarship. I then survey how more recent work has called into question many of the critical “assumptions” (Pennycook, 2001) both shaping and shaped by such theory and inquiry. This scholarship contends that critical lenses predicated upon categories of being, while calling attention to idealized nativeness embedded in ELT, fail to account for the contextualized, sociohistorical negotiation of privilege-marginalization within and transcending communities around the globe. Next, in order to contextualize and unpack these divergent lenses, I provide a review of critical dialogue attending to Japan, both in and beyond ELT, noting in conclusion how privilege-marginalization within ELT is intertwined with the sociohistorical negotiation of “selfhood” and “otherness” pertaining both to Japanese society and Japan and “the world beyond.” I close by briefly commenting on future directions for critical scholarship in ELT, and the challenges facing, and yet to be faced by, its stakeholders.

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Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications

Rudolph

2022

TESOL Quarterly

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Inspired by the call to question (critical) assumptions underpinning frameworks for "seeing" (Lather, 1993) and ground criticality in alternative forms of knowing (Pennycook, 2018), this paper examines critical frameworks for approaching identity, experience, and (in)equity in "English" language teaching (ELT), with a focus on critical attention to Japan. Transdisciplinary scholarship, social movements, and other voices have detailed how the narrative of "homogeneous Japan" has given shape to notions of Selfhood-Otherness, resulting in the erasing of Japan's history as a site of movement, change, diversity and hybridity, and marginalization of many therein. The author notes that the scope of dominant, critical approaches to identity, experience, and (in)equity in Japan and globalized ELT -problematizing essentialized and idealized "nativeness" in English-does not afford conceptual space for attention to how the negotiation of being, belonging and becoming in ELT is situated in broader negotiations of identity and community membership. The author contends that this issue is linked to tensions within criticality pertaining to the imposition of essentializing frameworks for seeing upon individuals and communities around the globe. The author then discusses potential broader implications for theorization, inquiry, and practice in ELT in and beyond Japan.

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Negotiating borders of being and becoming in and beyond the English language teaching classroom: two university student narratives from Japan

Cited by 31 publications

References 37 publications

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching

Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications

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