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Understanding the interplay between ...

Kim, Hye-Kyung.

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Understanding the interplay between language, power, and ideology in the identity formation of Asian English teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Understanding the interplay between language, power, and ideology in the identity formation of Asian English teachers./
作者:	Kim, Hye-Kyung.
面頁冊數:	349 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3527766
ISBN:	9781267622174

Understanding the interplay between language, power, and ideology in the identity formation of Asian English teachers.
Kim, Hye-Kyung.

Understanding the interplay between language, power, and ideology in the identity formation of Asian English teachers. - 349 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2012.

Understanding teacher identity and identity formation has become a key component in determining how English language teaching is performed (Varghese, Morgan, Johnston, & Johnson, 2005). In the existing literature, however, the identities of nonnative English-speaking teachers (non-NESTs) enrolled in U.S. language teacher education programs---especially those from East Asian countries in which English is spoken as a foreign language---remain relatively unexamined. These teachers' personal and social identifications as nonnative English speakers in a language teacher education program in particular and in the English language teaching profession in general need to be explored.

ISBN: 9781267622174Subjects--Topical Terms:

783747
Education, Teacher Training.

Understanding the interplay between language, power, and ideology in the identity formation of Asian English teachers.
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245 1 0 $a Understanding the interplay between language, power, and ideology in the identity formation of Asian English teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: Mitzi Lewison.
502 $a Thesis (Ph.D.)--Indiana University, 2012.
520 $a Understanding teacher identity and identity formation has become a key component in determining how English language teaching is performed (Varghese, Morgan, Johnston, & Johnson, 2005). In the existing literature, however, the identities of nonnative English-speaking teachers (non-NESTs) enrolled in U.S. language teacher education programs---especially those from East Asian countries in which English is spoken as a foreign language---remain relatively unexamined. These teachers' personal and social identifications as nonnative English speakers in a language teacher education program in particular and in the English language teaching profession in general need to be explored.
520 $a The purpose of this study, therefore, is to examine how Asian preservice English teachers negotiate and reshape their identities as language teachers while they are in a U.S. language teacher preparation program. To this end, this study investigates how native-speaker ideology is embedded in or absent from the personal narratives of Asian English teachers, as well as how linguistic and/or cultural hegemony may affect their identity formation.
520 $a This study reveals how the identities of Asian preservice English teachers are constructed and negotiated through personal experiences of engagement in the learning community of a U.S. language teacher education program (Gee, 2001, 2004, 2005, 2007; Wenger, 1998). In particular, this study reveals that Asian English teachers' beliefs or perspectives on the critical issues of language and power, native-speaker ideology, and World Englishes intertwine in complex ways. Asian English teachers who are not native English speakers view their unique accents as part of their identity, leading them to negotiate the ideology of standard English and become more flexible as language teachers. For English as a foreign language (EFL) teachers working in the Expanding Circle countries, teaching flexibility is seen as a way of mediating between language as power and standard English on the one hand and language as communication and accented English on the other. This study includes implications for non-NESTs working worldwide and for critical language teacher education in Inner Circle and EFL settings.
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