IDENTITIES OF TEACHERS FROM ENGLISH SPEAKING COUNTRIES THROUGH DISCOURSES ON TEACHING STANDARD ENGLISH IN VIETNAM

Lê Thị Phương Mai

Abstract


The doctrine of English appropriateness has had a great impact on how to teach English language all over the world. However, in this global era, the intercultural interactions among non-native English users outnumber the contacts with the native ones, which greatly challenges the popular discourses of standard English. Interestingly, through analyzing the discourses in the facebook group of teachers from English speaking countries as well as the discourses on teaching standard English for Vietnamese learners on the media, the author has found out that there exists great discrimination among native and non-native teachers in Vietnam, which has already been confirmed in many recent researches in the field of discourses and identities. Significantly, this study also shows that there is a strong internal conflict among native English speaking teachers, about the choice of teaching standard English in Vietnam, through which their identities are constructed - the key factor in international language teaching and educational collaborating.

 


Keywords


Discourses; identity; native teacher; standard English

Full Text:

PDF (58-69)

References


Barkhuizen, G., Berson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. London: Routledge.

Bathmaker, A.M., & Harnett, P. (2010). Exploring learning identity and power through life story and narrative research. London: Routledge.

Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.

Bolton, K. (2008). English in Asia, Asian Englishes, and the issue of proficiency. English Today, 24(2), 3-12.

Bright, D. (2012). Native English speaking teachers in Vietnam professional and discourses of colonialism. TESOL in context: TESOL as a global trade (Special edition S3), 1-9.

Bright, D., & Phan, H.L. (2011). Learning to speak like us: Identity, discourse and teaching English in Vietnam. In L.J. Zhang, R. Rubdy, & L. Alsagoff (Eds.), Asian Englishes: Changing perspectives in a globalised world (pp.121-140). Singapore: Pearson Education.

Duff, P., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.

Fairclough, N. (1993). Discourse and social change. London: Longman.

Fairclough, N. (1995). Critical discourse analysis. London: Longman.

Flowerdew, J. (2013). Discourse in language education. New York: Routledge.

Gee, J.P. (2011). Social linguistics and literacies: Ideology in discourses (4th edition). Abingdon: Routledge.

Kim, S. (2012). Living as a welcomed outsider: Stories from native English speaker teachers in Korea. Korean Journal of Applied Linguistics, 28(2), 27-58.

Kim, S. (2017). We are English professors: Identity construction of native English speaker teachers at a Korean university. English Teaching, 72(2), 45-62.

Lawton, R. (2013). Speak English or go home: The anti-immigrant discourse of the American ‘English only’ movement. Critical approaches to discourse analysis across disciplines, 7(1), 100-122.

Le Van Canh (2013). Native-English-speaking teachers’ construction of professional identity in an EFL context: A case of Vietnam. The Journal of Asia TEFL, 10(1), 1-23.

Merriam, B.S. (2009). Qualitative research. San Francisco: Jossey-Bass

Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762-769.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4, 21-44.

Walinshaw, I., & Oanh, D.T.H. (2014). Native and non-native English language teachers: Student perception in Vietnam and Japan. SAGE Journal, 4(2), 1-9.


Refbacks

  • There are currently no refbacks.