TJTESOL has published special issues on Corpus and Technology in English Language Studies(Vol. 11, No. 1) and Constructing Identity in Language Education in Taiwan (Vol. 14, No. 2).

 

Pei Chia Liao

 

ABSTRACT

NNESTs have diverse educational backgrounds. For example, a number of non-native English-speaking teachers (NNESTs) have obtained their degrees abroad in English-speaking countries and have returned to their countries in English-as-a-foreign-language (EFL) contexts, working alongside NNESTs who have been educated domestically. Yet, little is known about how such EFL-educated NNESTs assert their identities as legitimate. English teachers while encountering those colleagues who have been educated in English-speaking countries as well as those who are native English speakers. Few studies have illustrated the complexity and tensions EFL-educated NNESTs encounter as they position themselves as legitimate English educators and English speakers. Focusing on two Taiwan-educated Taiwanese teachers of English and drawing on concepts of capital and agency, this qualitative case study investigates how the linguistic capital of the English language serves as an essential prerequisite for being considered legitimate English educators in Taiwan. This study also examines why earning this highly-valued linguistic capital and being able to turn their capital-gaining experience into one of their pedagogical resources enabled Tera and Guan to assert themselves as legitimate English teachers, in considering the sociopolitical, institutional, and teaching contexts where these teachers worked. This study also offers an analysis of the interconnectedness of agency and capital. Lastly, it further examines how the teachers did not think they shared the ownership of the English language, despite being excellent English speakers and users. Suggestions are provided for NNEST pre-service language teacher education and ongoing professional development.

Key Words: Linguistic capital, agency, ownership of the English language

 

 

語言資產,自我動能,以及關於他們身為合理化英語教師之觀點

 

廖珮珈

逢甲大學

 

摘要

語言資產,自我動能,以及關於他們身為合理化英語教師之觀點 廖珮珈 逢甲大學 英語非母語之英語教師本身的教育背景多元: 例如,有些是從英語系 國家獲得學位後,回到自身非英語系國家從事教學工作,有些則是 在本地非英語系國家取得學位後,在當地從事英語教學工作。然而 英語教學的學術領域裡,研究議題特別強調「在非英語系國家受教 育之英語教師」的並不多,關於這些教師如何利用資源並看待本身 身為合理化之英語教師的研究更是鮮少。本研究探討兩位在台灣獲 得學位之大學英語教師,利用哪些資源培植為自我優勢,進而建構 本身從事英語教學的合理性。文中以 Bourdieu (1977a, 1977b, 1986) 闡述的資本概念,加上諸位學者對於自我動能的觀點來架構本研究 的論述。此研究發現,這些英語教師認為他們的英語語言資產是他 們成為合理化之英文教師的首要必備條件。此外,本研究分析在台 灣社經與教學環境下,老師們的語言資產,以及他們如何應用此資 產發展為教學優勢,幫助他們認定身為英語教師之合理性。此研究 也指出自我動能與資產的相關性。另外,經由研究結果分析,儘管 老師們身為優秀的英語使用者,他們皆認為自己不享有英語擁有 權。本研究也提出對於英文非母語之英語教師師資培育,以及其教 師專業發展之建議。

 

關鍵詞:語言資產、自我動能、英語擁有權