“What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Profession

Toward identity‐oriented teacher education: Critical autoethnographic narrative

“…My review of the literature yielded a doctoral dissertation (Corah‐Hopkins, ) and two master's theses (Donnelly, ; Mesaros, ) in which practicing and preservice teachers of English as a second language (ESL) use autoethnography to explore their identities. There are also three autoethnographies in which TESOL teacher educators examine their professional contexts and communities to gain a better understanding of their identities situated in these contexts and communities (Canagarajah, ; Manara, ; L. E. Park, ).…”

“…In every teaching context, their experiences with language learners, colleagues, administrators, and students’ parents will lead them to negotiate who they are (or can/should be) as a TESOL teacher. As a manifestation of their awareness of unfinishedness, they can use their CAN as a professional development tool of self‐reflexivity to understand the ways their identity relates to their instructional decisions and practices (Langman, ; Manara, ) because “an identity is never fully or finally achieved; we are always actively being and becoming” (Danielewicz, , p. 35).…”

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

“…For the first two installments, I encouraged TCs to focus on recounting their past and recent language‐related experiences. Before installment 1, TCs read six sample autoethnographies (Canagarajah, ; Corah‐Hopkins, ; Donnelly, ; Manara, ; L. E. Park, ; Solano‐Campos, ) for the purpose of familiarizing themselves with the genre of autoethnography as a legitimate research methodology. Additionally, I devoted class time to the discussion of the intertwined nature of teacher learning and identity (Olsen, ), as well as the concepts of discourse and language ideologies in education (Pavlenko & Blackledge, ).…”

The ghost of nativespeakerism: The case of teacher classroom introductions in transnational contexts

“…Additionally, reading other NNESTs’ autoethnography at different professional stages might aid NNES learners to unpack, interrogate, and challenge the nativespeakerism ideology that might intervene in teacher identity construction. Yazan and Rudolph (), however, rightly warned of not treating these experiences as “largely uninformed” (p. 8) and seeing all TETs’ experiences as “universally marginalized” (p. 8), given that many narratives of TETs that I quoted here reflected a case of marginalization by students (see, e.g., Manara, ; Reis, ; Widiyanto, ). Similar to Nonaka (), prior to embarking on the autoethnographic inquiry, I also perceived the student as the hostile other.…”

“…Mirhosseini () argued that despite the growing interest of autoethnography in other fields of studies, its presence in the TESOL field has been marginal and scattered. Although this might be true, I think autoethnography has demonstrated a steady popularity as a method of choice in interrogating the nativespeakerism ideology embedded in TETs’ teacher identity construction when teaching in English‐dominant countries (Canagarajah, ; Jain, ; Lee, ; Liu, ; Manara, , Park, ; Solano‐Campos, ; Widiyanto, ) as well as in other non‐English‐dominant countries (Ng, ). These studies have demonstrated the significant, oftentimes unexpected ways in which autoethnography has created a dialogizing space to unravel the conflicting narrative voices surfaced by the nativespeakerism ideology.…”