Teachers of Chinese Ancestry: interaction of identities and professional roles

Beynon, June; Ilieva, Roumiana; Dichupa, Marela

doi:10.1080/10476210120068039

Cited by 4 publications

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“…Coming to a greater understanding of how East Asian women NNESTs navigate through their TESOL programs and how they become (or do not become) participatory members of various English‐dominant academic communities has been the focus of several studies in TESOL and general teacher education disciplines (e.g., Park, ; Price & Osborne, ). Also, there have been studies examining NNESTs’ self‐perception of their teaching and other identities: Chinese EFL teachers in Asian contexts (Tang, ), visible minority women NNESTs in Canada (Amin, ), an Asian NNEST in a mainstream context (Pailliotet, ), Chinese Canadian immigrant teachers’ identities and roles (Beynon, Ilieva, & Dichupa, ), and professional identities of women NES and NNES English as a foreign language (EFL) teacher educators in Japan (Simon‐Maeda, ). However, none of the studies that I have come across has focused on East Asian women NNESTs’ academic and professional experiences prior to and during their enrollment in TESOL programs.…”

Section: Review Of the Literaturementioning

confidence: 99%

“I Am Never Afraid of Being Recognized as anNNES”: One Teacher's Journey in Claiming and Embracing Her Nonnative‐Speaker Identity

2012

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With an increase in the number of learners and speakers of English as an additional language entering the English language teaching field, especially in Outer and Expanding Circle countries and some migrating into the Inner Circle countries (e.g., Jenkins, 2009), there is an urgent need to prepare, and understand the experiences of, English language teachers from diverse backgrounds in teaching English to speakers of other languages (TESOL) programs. In view of this burgeoning need, TESOL programs could tailor their curricula to meet the academic and professional needs of all students planning to teach English in worldwide contexts. To this end, this article presents one thread of a larger study examining the experiences of five East Asian women before and during their TESOL programs. Snapshots are provided of one TESOL student whose academic and professional experiences highlight the disconnectedness between her experiences in China, her TESOL program, and her mentored student teaching experience. An exploration of this student's identity transformation is followed by a discussion of implications for TESOL programs.A ccording to the Open Doors Report (Open Doors Report, 2010), published annually by the Institute of International Education, the number of international students in the United States increased by 3% during the 2009-2010 academic year. The increase represents a record high number, which was driven by a 30% increase in Chinese student enrollment in the United States. Although the ODR does not specifically report the number of international students in teaching English to speakers of other languages (TESOL) degree programs, the report does indicate the number of international students in the United States that matriculated in intensive English programs and in the

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Section: Review Of the Literaturementioning

confidence: 99%

“I Am Never Afraid of Being Recognized as anNNES”: One Teacher's Journey in Claiming and Embracing Her Nonnative‐Speaker Identity

2012

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“…Phillion (2003) found that language fluency and a lack of acceptance of accented English posed obstacles for the integration of IETs. Other research has supported the claim that IETs face discrimination based on their accents, difficulties with context specific language, and unfamiliarity with idiomatic expressions (Beynon et al, 2001;Cruickshank, 2004;Duchesne & Stitou, 2011;Myles et al, 2006;Phillion, 2003;Walsh & Brigham, 2008;Xu, 1999). Participants in the current research all noted concerns with their language fluency levels as well as their accents.…”

Section: Working With Colleaguesmentioning

confidence: 95%

“…There is no doubt that employment of ethnically and linguistically diverse teachers has not kept pace with changing demographics in the student population. At the same time, research has shown that minoritised (Chase, Dowd, Pazich, & Bensimon, 2014) teachers are likely to act as role models for minoritised students, reversing the marginalisation that youth of diverse ethnic backgrounds may feel in educational settings, and to act as agents of social change in an educational system that currently reflects dominant race and class norms (Beynon et al, 2001;Phillion, 2003;Su, 1997;Walsh, Brigham, & the Women, Diversity and Teaching Group, 2007). Further research considering the barriers to incorporating IETs may assist in redressing this imbalance.…”

Section: Immigration and Teaching In Canadamentioning

confidence: 99%

“…However, there is little understanding of how IETs negotiate a sense of professional identity, determining who they will be, within the context of BC classrooms. Research has shown that identity is a key aspect for IETs in their professional repositioning efforts (Beynon, Ilieva, & Dichupa, 2001;Deters, 2011;Duchesne & Stitou, 2011). Thus, further understanding of how IETs negotiate differing perspectives in new contexts may serve to facilitate their integration into the teaching workforce.…”

Section: Introductionmentioning

confidence: 99%

“…Previous research on IETs has considered immigration and recertification experiences in Canada, within the United States, the United Kingdom, and in Australia, but has not specifically focused on professional identity development (i.e., Bascia, 1996a;Beynon, Ilieva, & Dichupa, 2001;Deters, 2011;Galindo, 1996;Mawhinney & Xu, 1997;Phillion, 2003;Quiocho & Rios, 2000;Schmidt, 2010a;Su, 1997;Zhao, 2010). Similarly, previous Canadian research regarding the professional identity of IETs has not incorporated a theoretical perspective and methodology that seek to understand their experiences in negotiating new perspectives through repositioning in new sociocultural contexts.…”

Section: Introductionmentioning

confidence: 99%

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The success of Canada’s immigration policy is intrinsically tied to employment of an immigrant workforce. Teaching is the fourth largest profession among Canadian immigrants, yet immigrants whose occupations are in education are three times less likely to be employed in their matching profession. Failure to incorporate an immigrant workforce not only affects economic success, but has repercussions for immigrant professional identity. This paper reflects on the development of professional identity for twelve internationally educated immigrant teachers (IETs) seeking to reposition themselves as teachers in the Greater Vancouver area of British Columbia, Canada. Through qualitative interviews and Life Positioning Analysis (Martin, 2013), this research explored the role of significant others in facilitating or impeding IETs’ inclusion into the teaching force and subsequent effects on professional identity development. Language and linguistic abilities emerged as a pervasive theme. Participants found acceptance and validation of their language and cultural differences through the perspectives of the students with whom they came into contact. In contrast, the professional teaching community’s perspectives in regard to accents and language proficiency caused IETs to question their competence and negatively impacted their professional identities. Implications for practice with respect to supporting IETs repositioning are offered.

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"Do You Know Your Language?" How Teachers of Punjabi and Chinese Ancestries Construct Their Family Languages in Their Personal and Professional Lives

Beynon¹,

Ilieva²,

Dichupa³

et al. 2003

Journal of Language, Identity & Education

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This study focuses on how teachers of minority ancestries construct and represent their family language identities. theory on culture, identity, and language we explore the complex nature of the linguistic identities of 25 teachers of Chinese and 20 teachers of Punjabi ancestries. We consider the different ways in which respondents of these ancestries represented their identities in minority languages in various sociocultural settings and the implications of these representations for employment. Accounting for this diversity should contribute to reconstructing authoritative discourses (Bakhtin, 1981) regarding employment of racial minorities in public education and thus to making mainstream institutions more equitable and inclusive.

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Teachers of Chinese Ancestry: interaction of identities and professional roles

Cited by 4 publications

References 0 publications

“I Am Never Afraid of Being Recognized as anNNES”: One Teacher's Journey in Claiming and Embracing Her Nonnative‐Speaker Identity

“I Am Never Afraid of Being Recognized as anNNES”: One Teacher's Journey in Claiming and Embracing Her Nonnative‐Speaker Identity

Betwixt and between

"Do You Know Your Language?" How Teachers of Punjabi and Chinese Ancestries Construct Their Family Languages in Their Personal and Professional Lives

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