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Native and Non-Native Teachers in English Language Classrooms

Professional Challenges and Teacher Education

Ed. by Martinez Agudo, Juan de Dios

Series:Trends in Applied Linguistics [TAL] 26

eBook (PDF)
Publication Date:
May 2017
Copyright year:
2017
ISBN
978-1-5015-0414-3
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Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education

Selvi, Ali Fuad / Rudolph, Nathanael

Abstract

The pervasive divide between ‘native’ and ‘non-native’ speakers (and thereby teacher populations commonly referred to as ‘native’ and ‘non-native English-speaking teachers’) operationalized at perceptual, theoretical, practical and professional levels, perpetuates a fixed, rigid, and mutually exclusive construction of professional identities in the field of TESOL. More importantly, this leaves no room for contextualized and fluidly critical-practical negotiations of linguistic, cultural, and professional identity. Thus, it oversimplifies and essentializes these categories, defining what a teacher can and should do (i.e., professional legitimacy) without any consideration of their professional histories and/ or negotiations of their professional identities (Menard-Warwick 2008; Park 2008, 2012; Rudolph 2012). Departing from this premise, the current chapter argues that in order to facilitate moving beyond the native speaker model in TESOL, teacher education efforts should be sensitive to teachers’ sociohistorically situated negotiations of identities and lived experiences as translinguistic, transcultural, transnational and transacademic border crossers. More specifically, it presents a series of implications for EFL/ESL teacher education, and a set of guidelines for teacher-learners and teacher educators.

Citation Information

Ali Fuad Selvi, Nathanael Rudolph (2017). Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education. In Juan de Dios Martinez Agudo (Editor), Native and Non-Native Teachers in English Language Classrooms: Professional Challenges and Teacher Education (pp. 257–272). Berlin, Boston: De Gruyter. https://doi.org/10.1515/9781501504143-013

Book DOI: https://doi.org/10.1515/9781501504143

Online ISBN: 9781501504143

© 2017 Walter de Gruyter GmbH, Berlin/Munich/BostonGet Permission

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