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  • Nonnative English-speaking teachers in the United States: issues of identity /
Tác giả CN Diniz de Figueiredo, Eduardo Henrique.
Nhan đề Nonnative English-speaking teachers in the United States: issues of identity /Eduardo Henrique Diniz de Figueiredo
Thông tin xuất bản 2011
Mô tả vật lý p. 419-432
Tóm tắt 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
Đề mục chủ đề Ngôn ngữ--TVĐHHN.
Thuật ngữ không kiểm soát Bilingual teachers.
Thuật ngữ không kiểm soát Ideology.
Thuật ngữ không kiểm soát Linguistic identity.
Thuật ngữ không kiểm soát ESL.
Thuật ngữ không kiểm soát Identity.
Nguồn trích Language and education- 2011, Vol25, N.5
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039|a20200722085622|bhuongnt|y20160818163602|zkhiembt
0410|aeng
1001|aDiniz de Figueiredo, Eduardo Henrique.
24510|aNonnative English-speaking teachers in the United States: issues of identity /|cEduardo Henrique Diniz de Figueiredo
260|c2011
300|ap. 419-432
3620|aVol. 25 (September 2011)
520|aThe 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
65017|aNgôn ngữ|2TVĐHHN.
653|aBilingual teachers.
653|aIdeology.
653|aLinguistic identity.
6530|aESL.
6530 |aIdentity.
7730|tLanguage and education|g2011, Vol25, N.5
890|a0|b0|c0|d0

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