Researching Privilege in Language Teacher Identity

Appleby, Roslyn

doi:10.1002/tesq.321

Cited by 35 publications

(24 citation statements)

References 45 publications

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“…The role of language and linguistic capital has been investigated in a wide range of contexts, including education (Gerhards, 2014), academia (Baker, 2016;Ljosland, 2011), business and management (Lauring and Selmer, 2012;Peltokorpi, 2010;Tietze and Dick, 2013), transnational political organisations and diplomacy (Ammon, 2006;Wodak et al, 2012), language rights (Pupavac, 2012), migration (Creese, 2010;Heugh, 2013), and the military (Baker, 2010a(Baker, , 2010b(Baker, , 2014Federici, 2016). In the context of development aid, language has been primarily considered in terms of English language teaching (ELT; Appleby, 2016;Appleby et al, 2002;Taylor-Leech, 2009). This means that ELT is understood as development aid and is associated with modernisation processes (Pennycook, 1994), thus contributing to the spread of English associated with globalisation processes.…”

Section: Linguistic Capital and Globalisationmentioning

confidence: 99%

Linguistic Capital and Inequality in Aid Relations

Roth

2018

Sociological Research Online

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Globalisation processes and the spread of English as lingua franca are closely related. I consider language skills as symbolic capital and focus on the hegemony of English as lingua franca in international aid organisations. I argue that more attention must be paid to the role of language and linguistic capital when analysing global inequality and postcolonial power relations. Humanitarian and development organisations have so far received less sociological attention than other aspects of globalisation processes, whereas in the context of development studies, attention to language usually focuses on the 'discourse of development' rather than on the role of linguistic capital in multilingual settings. Aid work, which includes the transfer of skills and resources, simultaneously addresses and perpetuates global inequalities. Language structures power relations and inequality within aid organisations, in particular between national and international staff. My article is based on qualitative interviews with multilingual and monolingual aid workers from a wide variety of aid organisations. My article is innovative by demonstrating how linguistic capital intersects with other aspects of inequality in the global context of aid organisations. It makes an important contribution to the understanding of globalisation processes and to postcolonial sociology.

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Section: Linguistic Capital and Globalisationmentioning

confidence: 99%

Linguistic Capital and Inequality in Aid Relations

Roth

2018

Sociological Research Online

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“…Appleby's study not only adds nuance to our conceptualization of teacher identities as shifting continua (rather than a dichotomy) of privilege and marginalization, but also uncovers the micro‐ethical dilemmas of researching privilege that are heretofore rarely addressed in language teacher identity research. “We might ask how the researcher can respect and protect the interests of the individual participants and, at the same time, be frank in our reporting to the academic community on critical findings that may cast the participant/s in a poor light” (Appleby, , this issue, p. 760). Toward answering this question, Appleby offers researchers some guiding thoughts for researching privilege in language teacher identity.…”

Section: Theme 2: Expanding the Methodological And Analytical Lens Inmentioning

confidence: 99%

In This Issue

Varghese¹,

Motha²,

Park³

et al. 2016

TESOL Quarterly

114

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“…These researchers interestingly note that such teachers may experience fluid, professional privilege-marginalization due to their positioning as "native English speakers/non-Japanese," yet debate whether such privilege is real or worthy of accounting for. Appleby (2016), though drawing on poststructural theory, notably does not account for the lived experiences of "white Western males" (and their partners/families) negotiating membership in Japanese society. In a piece entitled "Decentering Whiteness in TESOL," Stillar (2019) discusses how his perspective of privilege-marginalization in the field of TESOL was shifted by the comments of an African American colleague who challenged his white, western colleagues" claims of marginalization in Japanese society and ELT therein.…”

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

confidence: 99%

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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Researching Privilege in Language Teacher Identity

Cited by 35 publications

References 45 publications

Linguistic Capital and Inequality in Aid Relations

Linguistic Capital and Inequality in Aid Relations

In This Issue

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

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