Naslov
NEST Versus NNEST: rethinking English language teacher identities

Autori
Vodopija-Krstanović, Irena

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Theory and Practice in EFL Teacher Education: Bridging the Gap

Urednik/ci
Hüttner, J., Mehlmauer-Larcher, B., Reichl, S., Schiftner, B.

Izdavač
Multlingual Matters

Grad
Bristol

Godina
2011

Raspon stranica
207-227

ISBN
978-1-84769-525-3

Ključne riječi
ELT, identity, native speaker, EFL, NEST, NNEST

Sažetak
This paper is based on a qualitative study which uses ethnography as a research strategy to explore the notion of the native-speaker and how the distinction native English speaker teacher (NEST)/ non-native English speaker teacher (non-NEST) is conceptualized through the eyes of the research subjects, the teachers and learners in a Croatian English Studies Department. Through the voices of the participants in the study, I will show different perspectives and understandings of the concepts and try to debunk the essentialist categorization which has dominated the field. It has been suggested that the negatively reduced image of the foreign “other” of non- native speakers divides the TESOL world. However, in recent years this image has been challenged in much debate about the notion “native-speakerism” and, by implication, the distinction NEST/non-NEST. In a world of shrunken spaces and increasingly multilingual/multicultural societies, the native/non-native dichotomy has become obsolete. It will be argued that we need to employ multiple frames of reference and accept that English teacher identities are not based primarily on “one culture”. Categorizing teachers exclusively as NESTs/non-NESTs does not make allowances for the multiple identities, allegiances and the integration of multiple worldviews of ELT professionals.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA