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ERIC Number: EJ1113305
Record Type: Journal
Publication Date: 2016-Sep
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0039-8322
(Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education
Aneja, Geeta A.
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v50 n3 p572-596 Sep 2016
Despite its imprecision, the native-nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on "NNEST" preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying the notion that nativeness and nonnativeness are objectively distinct categories. This article adopts a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that the author terms "(non)native speakering." It then applies this dynamic framework to analyze "narrative portraits" of four different archetypical language teachers, two of whom seem to fit neatly into (non)native speakerist frames of language and culture and two of whom deviate from them. It then reflects on how these preservice teachers negotiate, re-create, and resist the produced (non)native speaker subjectivities, and considers the complexity, fluidity, and heterogeneity within each archetype. In the conclusion, the author consider implications of (non)native speakering as a theoretical and analytical frame, as well as possible applications of the data for teacher education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A