Abstract
AbstractThis critical autoethnography discusses the emotional and cognitive dissonance encountered by the author, an international faculty member, during her professional journey at a large public research university in the United States. Despite being recognized for her scholarship as a promising researcher in the field of TESOL (Teaching English to Speakers of Other Languages), she has still encountered covertlinguicism(Skutnabb-Kangas, 2012), a phenomenon ubiquitous in the English-dominant higher education context. This chapter discusses the ways in which the linguistic discrimination has shaped the author’s professional identity and how she exerts her agency as a teacher educator-researcher through critical reflexivity to promote legitimacy and self-efficacy in her professional community. By unpacking and problematizing the dominant discourse, such as native speakerism (Holliday, 2015), in English language teaching, this study aims to provide a nuanced understanding of the lived experience of a bilingual faculty member in a teacher education program in the United States.
Funder
Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung
Publisher
Springer International Publishing
Reference62 articles.
1. Aneja, G. A. (2016). Rethinking nativeness: Toward a dynamic paradigm of (non) native speakering. Critical Inquiry in Language Studies, 13(4), 351–379. https://doi.org/10.1080/15427587.2016.1185373
2. Austin, T. (2009). Linguicism and race in the United States: Impact on teacher education from past to present. In Race, culture, and identities in second language education: Exploring critically engaged practice (pp. 252–270). https://doi.org/10.1080/13613324.2016.1150827
3. Bakhtin, M. M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans; M. Holquist, Ed.). University of Texas Press. https://doi.org/10.2307/2497064
4. Bernat, E. (2008). Towards a pedagogy of empowerment: The case of ‘impostor syndrome’ among pre-service non-native speaker teachers in TESOL. English Language Teacher Education and Development, 11(1), 1–8.
5. Boylorn, R. M., & Orbe, M. (2017). Critical autoethnography: Intersecting cultural identities in everyday life. Routledge. https://doi.org/10.4324/9781315431253
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献