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ERIC Number: EJ949211
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0950-0782
Nonnative English-Speaking Teachers in the United States: Issues of Identity
Diniz de Figueiredo, Eduardo Henrique
Language and Education, v25 n5 p419-432 2011
The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers' concerns prior to arrival and how initial challenges were overcome, their experiences in establishing authority and creating a positive self-image in relation to the school community and the role that language (in particular their status as NNESTs, and their bi/multilingual skills) played in defining these concerns and experiences. Results showed that teachers' bi/multilingual skills were crucial in defining their identities as unique professionals with cultural sensitivity to students' realities. However, it was also evident that native-speakerism (Holliday 2006) still affects the ways in which NNESTs are perceived (both by themselves and by others) in the school environment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil; United States