東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Journeys of Nonnative English-Sp...

Lee, Soo Min.

FindBook

Google Book

Amazon

博客來

The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future./
作者:	Lee, Soo Min.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	272 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13879859
ISBN:	9781392138267

The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future.
Lee, Soo Min.

The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 272 p.

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (Ed.D.)--Alliant International University, 2019.

This item must not be sold to any third party vendors.

This study explored the identity constructions and negotiations of nonnative English-speaking (NNES) TESOL professionals using past, present, and future timelines. The present study is a qualitative research design, using a life history inquiry to look into the lives and experiences of the participants. Data was collected from seven NNES TESOL professionals through autobiographical essay, semi-structured individual interviews, and field notes as main instruments. The seven participants included the researcher-participant, who provided only her autobiographical essay. The seven participants shed light on their teacher identities, teaching philosophies, and native English-speaker (NES) and NNES construct by sharing their stories and perspectives on their early schooling, EFL teaching, U.S. TESOL educational journey, U.S. TESOL professional journey, and future possibilities.Research findings were classified into individual profiles and major themes and sub-themes were extracted from narrative profiles. Each participant's individual profiles were described based on four contributory research questions. The results of this study have potential implications to TESOL. First, TESOL professional identity formation and negotiation is complex in nature; indeed, it is contextual, interrelating, transformational, and reflective of the context. Second, utilizing professional autobiographies in TESOL graduate programs will enable TESOL students to understand their identity constructions and negotiations prior to entrance into TESOL programs. Third, the results can provide guidance to classroom teachers. Teachers can empower ESL students by emphasizing intelligibility, viewing English as an international language.

ISBN: 9781392138267Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Accent

The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future.
LDR:03135nmm a2200409 4500 001 2267801
005 20200821052206.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392138267
035 $a (MiAaPQ)AAI13879859
035 $a (MiAaPQ)alliant:13496
035 $a AAI13879859
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lee, Soo Min. $3 3545060
245 1 4 $a The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 272 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Byun, Peter J.
502 $a Thesis (Ed.D.)--Alliant International University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This study explored the identity constructions and negotiations of nonnative English-speaking (NNES) TESOL professionals using past, present, and future timelines. The present study is a qualitative research design, using a life history inquiry to look into the lives and experiences of the participants. Data was collected from seven NNES TESOL professionals through autobiographical essay, semi-structured individual interviews, and field notes as main instruments. The seven participants included the researcher-participant, who provided only her autobiographical essay. The seven participants shed light on their teacher identities, teaching philosophies, and native English-speaker (NES) and NNES construct by sharing their stories and perspectives on their early schooling, EFL teaching, U.S. TESOL educational journey, U.S. TESOL professional journey, and future possibilities.Research findings were classified into individual profiles and major themes and sub-themes were extracted from narrative profiles. Each participant's individual profiles were described based on four contributory research questions. The results of this study have potential implications to TESOL. First, TESOL professional identity formation and negotiation is complex in nature; indeed, it is contextual, interrelating, transformational, and reflective of the context. Second, utilizing professional autobiographies in TESOL graduate programs will enable TESOL students to understand their identity constructions and negotiations prior to entrance into TESOL programs. Third, the results can provide guidance to classroom teachers. Teachers can empower ESL students by emphasizing intelligibility, viewing English as an international language.
590 $a School code: 1634.
650 4 $a Education. $3 516579
650 4 $a Teacher education. $3 3172312
650 4 $a English as a second language--ESL. $3 3423990
653 $a Accent
653 $a English as an international language
653 $a Identity construction and negotiation
653 $a NS-NNS dichotomy
653 $a Nonnative english-speaking TESOL professionals
653 $a U.S. TESOL
690 $a 0441
690 $a 0515
690 $a 0530
710 2 $a Alliant International University. $b San Diego, HSOE. $3 2094382
773 0 $t Dissertations Abstracts International $g 80-11A.
790 $a 1634
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13879859