Nonnative‐English‐speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature

Abstract

This systematic review synthesizes 17 studies exploring nonnative-English-speaking teacher candidates' (NNES-TC) language teacher identity (LTI) development. The purpose was to examine NNES-TCs' LTI development during graduate-level TESOL programs in the United States, Canada, and Australia. The review addressed the questions, What influences NNES teacher candidates' LTI development, and in what ways do teacher preparation programs promote positive LTI development? Findings revealed four categories: (1) (non)native speakering and the native speaker fallacy, (2) racialized and gendered identities, (3) academic identity clashes, and (4) the emotional "glue" of LTI development. NNES-TCs navigated personal and professional identities and struggled to balance their own expectations vis-à-vis expectations from their graduate programs and future teaching contexts. While native speakering discourses remained in claims of ownership over English, reflections on counter-discourses and their connection to local teaching practices were agentively appropriated by NNES teacher candidates as they claimed legitimacy as teachers. Findings suggested teacher preparation should commit to critiquing native speakerism and offer spaces for empowering NNES-TCs through narrative reflections. Preparation should explicitly address linguistic goals and needs, prioritize 2 of 15 | SWEARINGEN

Group psychological and pedagogical technologies for developing the narrative ability in future specialists

“…In the literature, there are studies examining the oral expression levels and speaking skills of preservice teachers (Yelok & Sallabas, 2009). In addition, it is seen that studies emphasise the necessity of improving the speaking skills of teachers and teacher candidates (Swearingen, 2019;Vostal, Mrachko, Vostal, & McCoy, 2021). Akkaya (2012) examined the speech problems experienced by pre-service teachers and stated that among these problems, under the title of psychological problems, students have speaking problems in public.…”

A Scoping Review of the “Nest/Nnest Studies” in Turkey: A Country in Focus

“…The emergence and establishment of the Global Englishes paradigm correlated with a substantial body of research, teaching, and advocacy efforts that challenge, redefine and recontextualize the characteristics of a native speakerist worldview evident in ELT, as a profession, activity, and area of scholarly inquiry. Therefore, we have been witnessing tremendous interest and scholarly productivity in "NEST/NNEST studies" (see Figure 1 Moussu & Llurda (2008); Kamhi-Stein (2014); Llurda (2016); Swearingen (2019); Selvi (2014Selvi ( , 2019; Yuan (2019) Conceptual articles Maum (2002); Rudolph et al (2015); Kamhi-Stein (2016) Theses/dissertations Llurda (2003); Mahboob (2003); Moussu (2006); Faez (2007); Reis (2010); Aneja (2016); Karas (2019) Newsletter TESOL International Association's "Nonnative" English Speakers in TESOL (NNEST) Interest Section Newsletter Other Institutionalized responses against discrimination in ELT (press release, white papers, position statements), blogs, online advocacy groups, groups in social networking sites…”

“…Barkhuizen, 2016;Kanno & Stuart, 2011;Varghese vd., 2016;Yazan, 2018) neticesinde bazı bilim adamlarının "anadili İngilizce olan/olmayan öğretmen çalışmaları" (NEST/NNEST studies) (Kirkpatrick, 2010;Llurda, 2018) olarak adlandırdığı bir araştırma alanının ortaya çıktığı söylenebilir. Yıllar boyunca, pek çok araştırmacı bu alanda ortaya çıkan gelişmeleri kapsamlı olarak değerlendiren ve eleştiren yazılar ortaya koysa da (Kamhi-Stein, 2016;Llurda, 2016;Medgyes, 1992;Moussu & Llurda, 2008;Rudolph vd., 2015;Selvi, 2019a;Swearingen, 2019;Yuan, 2019), alan yazında ülke bazında yapılan sistematik değerlendirmelerin eksikliği aşikardır. Bu gereksinimden hareketle, bu çalışma Türkiye bağlamında "anadili İngilizce olan/olmayan öğretmen çalışmaları" alanında son yirmi yılda yapılan (43'ü hakemli dergi makalesi, 7'si kitap bölümü, 26'sı yüksek lisans tezi ve 9'u doktora tezi olmak üzere) toplam 85 çalışmanın bir kapsam incelemesini sunmaktadır.…”

“…Parallel to the increasing growth in critical approaches to ELT since the 1970s and the exponential interest in (second) language teacher identity since the late 1990s (e.g., Barkhuizen, 2016;Kanno & Stuart, 2011;Varghese et al, 2016;Yazan, 2018), we have been witnessing the emergence of, what some scholars call, "NEST/NNEST studies 2 " (Kirkpatrick, 2010;Llurda, 2018) as a bona fide area of inquiry in ELT and applied linguistics. Over the years, several scholars developed broad overviews and critiques of the scholarship generated in this domain (Kamhi-Stein, 2016;Llurda, 2016;Medgyes, 1992;Moussu & Llurda, 2008;Rudolph et al, 2015;Selvi, 2019a, Swearingen, 2019Yuan, 2019). However, even a cursory overview of the existing literature and review studies reveal that country-specific investigations providing systematic overviews of research efforts in local contexts are often absent in such investigations.…”

Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers

“…As there is a pressing need to understand student‐teachers’ background in order to calibrate programs’ aims with student‐teachers’ prior knowledge and experiences (Charteris, Thomas, & Masters, 2018), scholars have examined identity processes and transitions of student‐teachers (Henry, 2016; Nguyen & Dao, 2019; Swearingen, 2019; Timŏstšuk & Ugaste, 2010; Trent, 2013; Villacañas de Castro, 2020; Wolff & De Costa, 2017). These studies have revealed the complexity of teacher identity construction and how it is affected by prior experiences, imagined selves, and emotions (Song, 2016; Wolff & De Costa, 2017).…”