Identities Matter: Two NNESTs' Perceptions on Their Identities and Teaching Practice in the United States

兩位英文非母語之英文教師在美國關於自我身份認同與教學之看法

廖珮珈(Pei-Chia Liao)

non-native English speaking teachers (NNESTs) ； identity negotiation ； identities as pedagogical resources ； 英語非母語之英語教師 ； 自我身份認同 ； 自我身份為教學資源

逢甲人文社會學報

35期（2017 / 12 / 01）

143 - 162

英文

Although the status of non-native English speaking teachers (NNESTs) has gradually gained attention over the past two decades, research examining the complexity of identity negotiations of NNESTs or exploring the ways in which NNESTs empower themselves in English speaking countries is underrepresented. Through interviews, class observations, and document analysis, this qualitative case study describes the challenges and tensions two NNESTs faced while negotiating their NNEST identities in both their TESOL programs and teaching practice in the United States. In addition, using the concept of agency, this study illustrates examples of how these teachers exercised agency to incorporate their NNEST identities into their lessons, and how this approach became their pedagogical successes. Furthermore, the study shows that having the opportunities to interact with their non-native English speaking professors in their TESOL programs empowered the teachers, and also transformed their perspectives on their identities as NNESTs from deficit-oriented views to resource-oriented perspectives. Implications for teacher education of NNESTs is discussed.

雖然英語非母語之英語教師的議題在過去二十年來逐漸受到關注，但關於其身份之探討，以及這群教師如何在英語系國家中強化自我專業地位之研究著墨不多。透過面試以及課堂觀察與文件蒐集，本研究旨在敘述兩位英語非母語之英語教師在美國念碩士之求學階段與起初在美國教學時面對自我身份認同之挑戰。另外，透過自我動能的理論，本研究也指出這兩位教師如何將自我身份融入於自己的課程中。此研究也指出，兩位教師在碩士求學階段皆遇到了同是英語非母語之英語教師為他們的教師，這也幫助他們對於自我身份從原本之缺陷觀點變成資源觀點。最後文章也指出對於英語非母語之英語教師之培育提出建議。

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