1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 英語非母語的國際英文教師之自我定位：在台灣工作的兩位教師之個案研究
Self-positioning of Two NNES International English Teachers: A Qualitative Case Study in Taiwan
作者 羅毓蓮
Lo, Vivianne Yu-Lien
貢獻者 黃怡萍
Huang, Yi-Ping
羅毓蓮
Lo, Vivianne Yu-Lien
關鍵詞 英語非母語教師
多語言教師
英語教學專業
定位理論
母語者謬誤
Non-native English-speaking teachers
Multilingual Teachers
English teacher professionalism
Positioning Theory
Native Speaker Fallacy
日期 2020
上傳時間 2-Mar-2020 10:56:20 (UTC+8)
摘要 在現今高度國際化且人口流動度高的社會中，傳統上對於「中師、外師」分類已無法充分呈現英語教師多元的文化及語言背景 (Ellis, 2013)。在以英語為外語的環境中，由於不適用於目前對英語教師的二分法，英語非母語國際英文教師之特殊身份時常未受到注意，使得他們的經驗鮮少得到探究。透過質性研究方法，本研究旨在探討兩位在台灣工作的英語非母語國際英文教師之身份認同發展及自我定位。主要資料來源為口語敘事、半結構式訪談及工作相關文件，並藉由Carspecken (1996)的編碼策略進行分析。研究發現並非所有英語非母語教師都將其非母語身份視為教學生涯中的困境，而在這類教師面對母語者謬誤之社會論述時，不同的成長經驗對於其態度有深刻的影響。本研究之兩位參與者在面對此意識型態時經歷非常不同的轉變及身份認同發展過程。其中一位在面對家長質疑其教學資格時，歷經許多內心掙扎與強烈的焦慮感。另外一位則自信於本身的能力，接納多元語言文化的價值，堅守專業原則，未受到偏頗言論之影響。這樣的結果顯示出教師成長背景之社會論述—社會互動中的行為、文字及言語 (Varghese et al., 2005)—及環境對於教師專業發展的重要性。因此，本研究呼籲重新檢視英語教學專業之定義、解鎖與母語者謬誤相關的誤導性社會言論，並加強師資培育。
In this highly globalized world with increasing mobility, the traditional categories of teachers no longer do justice to the diverse cultural and linguistic backgrounds of English teachers in the classroom (Ellis, 2013). The unique identities of Non-native English-speaking (NNES) international teachers working in EFL contexts often go unnoticed as they do not fit into the current division of English teachers as “local” and “foreign” teachers associated with non-native and native speakers respectively. Thus, their experiences are barely explored. This study, through a qualitative case study approach, aimed to probe into two NNES international teachers’ identity development and self-positioning in Taiwan. Oral narratives, semi-structure interviews, and work documents were the major data sources analyzed based on Carspecken’s (1996) model of coding strategies. The findings showed that nativeness may not be a serious issue for NNESTs, and that social discourse has a profound influence on NNESTs’ attitude towards Native Speaker Fallacy. Confronted with such ideology, the two participants underwent different changes in identity and self-positioning development due to their distinctive upbringing experiences: One of them struggled through intense anxiety when being questioned and challenged by stakeholders for her legitimacy to teach English while the other one strongly believed in her capabilities, embracing the values of multilingualism and professionalism, unaffected by the prevailing bias around her. Such contrast indicates the influence of the social discourse and environment on a teacher’s professional development Therefore, this study suggests the necessity of redefining English teaching professionalism, problematizing the misleading social discourse of Native Speaker Fallacy, and strengthening teacher education.
參考文獻 REFERENCES
Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL quarterly, 31(3), 580-583.
Aneja, G. A. (2016). (Non)native speakered: rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572-596.
Appleby, R. (2016). Researching privilege in language teacher identity. TESOL Quarterly, 50(3), 755-768.
Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional
identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764.
Brown, (2007). Teaching by Principles. 3rd Ed. White Plains, NY: Pearson Education.
Brutt‐Griffler, J., & Samimy, K. K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), 99-106.
Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse studies, 7(4-5), 585-614.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
Carspecken, P.F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
Chiang, R. Z. (2017, July). International professionals in Taiwan broke records, surpassing thirty thousand people last year (在台外籍專業人士去年逾3萬人創新高). Retrieved: October, 8, 2017, from: https://money.udn.com/money/story/8888/2612423
Chou, C. Y. (2003). Recruitment of international English teachers had better starts in small scale (引進英語外籍師資宜先小規模試辦). 師友月刊 (The Educator Monthly), 432, 30-32.
Clarke, M. (2009). The Ethico-politics of Teacher Identity. Educational Philosophy and Theory, 41(2). 185-200.
Colomer, S. E. (2015). Positioning Spanish teachers as ad hoc ESOL teachers. TESOL Quarterly, 49(2), 393-402.
Cook, V. (2016). Where is the native speaker now? TESOL Quarterly, 50(1), 186-189.
Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. Tesol Quarterly, 36(4), 597-616.
De Costa, P. I., & Norton, B. (Eds) (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3-14.
Davies, B., & Harré, R. (1999). Positioning and personhood. In R. Harré, & L. van Langenhove (Eds.), Positioning Theory (p.32-52). Wiley-Blackwell.
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement 2016), 19–47.
Ellis, E. M. (2004). The invisible multilingual teacher: The contribution of language background to Australian ESL teachers` professional knowledge and beliefs. International Journal of Multilingualism,1(2), 90-108.
Ellis, E. M. (2013). The ESL teacher as plurilingual: An Australian perspective. TESOL Quarterly, 47(3), 446-471.
Ellis, E. M. (2016). “I may be a native speaker but I`m not monolingual”: Reimagining all teachers` linguistic identities in TESOL. TESOL Quarterly, 50(3), 597-630.
Fairclough, N. (2003). Analysing discourse: textual analysis for social research. New York: Routledge.
Harré, R., & van Langenhove, L. (1991). Varieties of positioning. Journal for the Theory of Social Behaviour, 21(4), 393-407.
Higgins, C., & Ponte, E. (2017). Legitimating multilingual teacher identities in the mainstream classroom. The Modern Language Journal, 101(S1), 15-28.
Hood, M. (2009). Case study. In Heigham J. & Croker R. A. (Ed.), Qualitative research in applied linguistics: A practical introduction (pp. 66-90). Basingstoke: Palgrave Macmillan.
Huang, Y. P. (Ed) (2017). Constructing identity in language education in Taiwan: an Introduction. Taiwan Journal of TESOL, 14(2), 1-3.
Huang, S. (2003, January 7). MOE to snap up foreign teachers. Taipei Times. Retrieved October, 15, 2017, from: http://www.taipeitimes.com/News/taiwan/archives/2003/01/07/190049
Huguet, Á., & Lasagabaster, D. (2006). The linguistic issue in some European bilingual contexts: Some final considerations. MULTILINGUAL MATTERS, 135-234.
Hutchinson, C., & Jazzar, M. (2007). Mentors for teachers from outside the U.S. Phi Delta Kappan, January, 368-373.
Jeon, M., & Lee, J. (2006). Hiring native-speaking English teachers in East Asian countries. English Today, 22(4), 53-58.
Kamhi-Stein, L. D. (2016). The non-native English speaker teachers in TESOL movement. ELT journal, 70(2), 180-189.
Kang, O., Rubin, D., & Lindemann, S. (2015). Mitigating US undergraduates’ attitudes toward international teaching assistants. TESOL Quarterly, 49(4), 681-706.
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities‐in‐practice. The Modern Language Journal, 95(2), 236-252.
Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103.
Kim, J. I., & Viesca, K. M. (2016). Three reading-intervention teachers` identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school. Teaching and Teacher Education, 55, 122-132.
Kachru, B. (1985). “Standards, codification and sociolinguistic realism: The English language in the outer circle”. English in the world: Teaching and learning the language and literatures, 11-30.
Lin, Y. C. & Chien, H. C. (2003). A study of foreign English teachers in Hsinchu City elementary schools. Journal of National Hsin Chu Teachers College, 17, 239-266.
Liao, P. C. (2017). Taiwan-educated teachers of English: Their linguistic capital, agency, and perspectives on their identities as legitimate English teachers. Taiwan Journal of TESOL, 14(2), 5-35.
Liu, J. (2005). Chinese graduate teaching assistants teaching freshman composition to native English speaking students. In E. Llurda (Ed.), Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 155-177). Springer, Boston, MA.
Luo, W. H. (2007). A study of native English-speaking teacher programs in elementary schools in Taiwan, Asia Pacific Education Review, 8 (2), 311-320.
Ma, L. P. (2012). Advantages and disadvantages of native- and nonnative-English-speaking Teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.
Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 3(18), 72-81.
Miller, E. R., Morgan, B., & Medina, A. L. (2017). Exploring language teacher identity work as ethical self‐formation. The Modern Language Journal, 101(S1), 91-105.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.
Park, G. (2012). “I am never afraid of being recognized as an NNES”: One teacher`s journey in claiming and embracing her nonnative‐speaker identity. TESOL Quarterly, 46(1), 127-151.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: integrating personal, contextual, and professional factors. RELC journal, 47(1), 5-23.
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
Reis, D. S. (2011). Non-native English-speaking teachers (NNESTs) and professional legitimacy: A sociocultural theoretical perspective on identity transformation. International Journal of the Sociology of Language, 208(2011), 139-160.
Rallis, S. F. & G.B. Rossman (2009). Ethics and Trustworthiness. In Heigham J. & Croker R. A. (Ed), Qualitative research in applied linguistics: A practical introduction (pp. 66-90). Basingstoke: Palgrave Macmillan.
Ruecker, T., & Ives, L. (2014). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733-756.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
Su, R. S. (2008). Language and identity searching:
A case of non-native language professionals in Taiwan (Unpublished master’s thesis). Chaoyang University of Technology, Taiwan
Tang, C. (1997). The identity of the nonnative ESL teacher on the power and status of nonnative ESL teachers. TESOL Quarterly, 31(3), 577-580.
Trent, J. (2012). The discursive positioning of teachers: native-speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126.
Trent, J. (2014). When communities collide: the shared construction and defense of community and identity during a teaching practicum. Teacher Development, 18(1), 29-45.
Ting, W. C. (2001). Current Situation of Foreign English Teachers: A Case Study in a Junior High School in Kaohsiung (外籍教師之英語教學現況調查研究--以高雄市國民中學英語教學為例) (Unpublished master’s thesis). National Kaohsiung Normal University, Taiwan.
Tsai, C. Y. (2002). An observation of English education through the phenomenon of the superior of English foreign teacher (Unpublished master’s thesis). Nan-Hua University, Taiwan.
Tsai. S. T. (2011). A case study - The investigation of EFL students’ learning attitudes and comprehension under the teaching of a NST with and without a NNST’s assistance (Unpublished master’s thesis). Southern Taiwan University of Science and Technology, Taiwan.
Tseng, M. I. L. (2017). Exploring Taiwanese preservice teachers’ identity construction in the context of service-learning: conflict and development. Taiwan Journal of TESOL, 14(2), 37-69.
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators` professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of language, Identity, and Education, 4(1), 21-44.
Wang, L. Y., & Lin, T. B. (2014). Exploring the identity of pre-service NNESTs in Taiwan: A social relationally approach. English Teaching: Practice and Critique, 13(3), 5-29.
Wolff, D. & De Costa, P. I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. The Modern Language Journal, 101(S2017), 76-90.
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers` professional identity change in China. Teaching and Teacher Education, 31, 79-86.
Yu, Y. C. (2005). Native, functionally-native and non-native teachers: The effects of accentedness on student performance and perception (Unpublished master’s thesis). Ming Chuan University, Taiwan.
Zacharias, N. T. (2010). The teacher identity construction of 12 Asian NNES teachers in TESOL graduate programs. The Journal of AsiaTEFL, 7(2), 177-197.
Zhang, L. (2018). Study on continuous professional development for teachers. In 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Atlantis Press.
Zheng, X. (2017). Translingual identity as pedagogy: International teaching assistants of English in college composition classrooms. The Modern Language Journal, 101(S1), 29-44.
描述 碩士
國立政治大學
英國語文學系
104551008
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104551008
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi-Pingen_US
dc.contributor.author (Authors) 羅毓蓮zh_TW
dc.contributor.author (Authors) Lo, Vivianne Yu-Lienen_US
dc.creator (作者) 羅毓蓮zh_TW
dc.creator (作者) Lo, Vivianne Yu-Lienen_US
dc.date (日期) 2020en_US
dc.date.accessioned 2-Mar-2020 10:56:20 (UTC+8)-
dc.date.available 2-Mar-2020 10:56:20 (UTC+8)-
dc.date.issued (上傳時間) 2-Mar-2020 10:56:20 (UTC+8)-
dc.identifier (Other Identifiers) G0104551008en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/128763-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 104551008zh_TW
dc.description.abstract (摘要) 在現今高度國際化且人口流動度高的社會中，傳統上對於「中師、外師」分類已無法充分呈現英語教師多元的文化及語言背景 (Ellis, 2013)。在以英語為外語的環境中，由於不適用於目前對英語教師的二分法，英語非母語國際英文教師之特殊身份時常未受到注意，使得他們的經驗鮮少得到探究。透過質性研究方法，本研究旨在探討兩位在台灣工作的英語非母語國際英文教師之身份認同發展及自我定位。主要資料來源為口語敘事、半結構式訪談及工作相關文件，並藉由Carspecken (1996)的編碼策略進行分析。研究發現並非所有英語非母語教師都將其非母語身份視為教學生涯中的困境，而在這類教師面對母語者謬誤之社會論述時，不同的成長經驗對於其態度有深刻的影響。本研究之兩位參與者在面對此意識型態時經歷非常不同的轉變及身份認同發展過程。其中一位在面對家長質疑其教學資格時，歷經許多內心掙扎與強烈的焦慮感。另外一位則自信於本身的能力，接納多元語言文化的價值，堅守專業原則，未受到偏頗言論之影響。這樣的結果顯示出教師成長背景之社會論述—社會互動中的行為、文字及言語 (Varghese et al., 2005)—及環境對於教師專業發展的重要性。因此，本研究呼籲重新檢視英語教學專業之定義、解鎖與母語者謬誤相關的誤導性社會言論，並加強師資培育。zh_TW
dc.description.abstract (摘要) In this highly globalized world with increasing mobility, the traditional categories of teachers no longer do justice to the diverse cultural and linguistic backgrounds of English teachers in the classroom (Ellis, 2013). The unique identities of Non-native English-speaking (NNES) international teachers working in EFL contexts often go unnoticed as they do not fit into the current division of English teachers as “local” and “foreign” teachers associated with non-native and native speakers respectively. Thus, their experiences are barely explored. This study, through a qualitative case study approach, aimed to probe into two NNES international teachers’ identity development and self-positioning in Taiwan. Oral narratives, semi-structure interviews, and work documents were the major data sources analyzed based on Carspecken’s (1996) model of coding strategies. The findings showed that nativeness may not be a serious issue for NNESTs, and that social discourse has a profound influence on NNESTs’ attitude towards Native Speaker Fallacy. Confronted with such ideology, the two participants underwent different changes in identity and self-positioning development due to their distinctive upbringing experiences: One of them struggled through intense anxiety when being questioned and challenged by stakeholders for her legitimacy to teach English while the other one strongly believed in her capabilities, embracing the values of multilingualism and professionalism, unaffected by the prevailing bias around her. Such contrast indicates the influence of the social discourse and environment on a teacher’s professional development Therefore, this study suggests the necessity of redefining English teaching professionalism, problematizing the misleading social discourse of Native Speaker Fallacy, and strengthening teacher education.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iv
CHINESE ABSTRACT v
ENGLISH ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES viii
LIST OF FIGURES viii
CHAPTER ONE: INTRODUCTION 1
CHAPTER TWO: LITERATURE REVIEW 5
Language Teacher Identity 5
English Teaching Professi onalism 6
Non-native English-speaking Teachers 7
Positioning Theory 11
CHAPTER THREE: METHODOLOGY 13
Research Design 13
Participants. 14
Data Collection 17
Researcher’s Role and Position 18
Data Analysis 20
Trustworthiness 20
Ethical Issues 21
CHAPTER FOUR: RESULTS 23
Case Profile: Jeannie 23
Tutoring in Jordan 23
Teaching in Jordan 26
Leaving Jordan and exploring possibilities in Taiwan 30
Teaching in Taiwan 31
Studying in Taiwan 35
Teaching in the future 37
Case Profile: Heidi 40
Traveling to China 40
Teaching in China 41
Moving to Taiwan 47
Teaching in Taiwan 48
Teaching in the future 54
CHAPTER FIVE: DISCUSSION 57
Addressing Research Question One 57
Similarity of the participants’ self-positioning 58
Difference between the participants’ self-positioning 59
Addressing Research Question Two 61
Jeannie’s identity and self-positioning development 63
Heidi’s identity and self-positioning development 67
CHAPTER SIX: CONCLUSION 71
Pedagogical Implication 71
Rethinking teacher professionalism in Taiwan 71
Decoding social discourse 73
Strengthening language teacher education 73
Limitation and Suggestions for Future Research 74
REFERENCES 76
APPENDICES 84
Appendix A Interview Protocol 84
Appendix B Informed Consent Form 88		zh_TW
dc.format.extent 1474466 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104551008en_US
dc.subject (關鍵詞) 英語非母語教師zh_TW
dc.subject (關鍵詞) 多語言教師zh_TW
dc.subject (關鍵詞) 英語教學專業zh_TW
dc.subject (關鍵詞) 定位理論zh_TW
dc.subject (關鍵詞) 母語者謬誤zh_TW
dc.subject (關鍵詞) Non-native English-speaking teachersen_US
dc.subject (關鍵詞) Multilingual Teachersen_US
dc.subject (關鍵詞) English teacher professionalismen_US
dc.subject (關鍵詞) Positioning Theoryen_US
dc.subject (關鍵詞) Native Speaker Fallacyen_US
dc.title (題名) 英語非母語的國際英文教師之自我定位：在台灣工作的兩位教師之個案研究zh_TW
dc.title (題名) Self-positioning of Two NNES International English Teachers: A Qualitative Case Study in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) REFERENCES
Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL quarterly, 31(3), 580-583.
Aneja, G. A. (2016). (Non)native speakered: rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572-596.
Appleby, R. (2016). Researching privilege in language teacher identity. TESOL Quarterly, 50(3), 755-768.
Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional
identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764.
Brown, (2007). Teaching by Principles. 3rd Ed. White Plains, NY: Pearson Education.
Brutt‐Griffler, J., & Samimy, K. K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), 99-106.
Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse studies, 7(4-5), 585-614.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
Carspecken, P.F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
Chiang, R. Z. (2017, July). International professionals in Taiwan broke records, surpassing thirty thousand people last year (在台外籍專業人士去年逾3萬人創新高). Retrieved: October, 8, 2017, from: https://money.udn.com/money/story/8888/2612423
Chou, C. Y. (2003). Recruitment of international English teachers had better starts in small scale (引進英語外籍師資宜先小規模試辦). 師友月刊 (The Educator Monthly), 432, 30-32.
Clarke, M. (2009). The Ethico-politics of Teacher Identity. Educational Philosophy and Theory, 41(2). 185-200.
Colomer, S. E. (2015). Positioning Spanish teachers as ad hoc ESOL teachers. TESOL Quarterly, 49(2), 393-402.
Cook, V. (2016). Where is the native speaker now? TESOL Quarterly, 50(1), 186-189.
Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. Tesol Quarterly, 36(4), 597-616.
De Costa, P. I., & Norton, B. (Eds) (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3-14.
Davies, B., & Harré, R. (1999). Positioning and personhood. In R. Harré, & L. van Langenhove (Eds.), Positioning Theory (p.32-52). Wiley-Blackwell.
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement 2016), 19–47.
Ellis, E. M. (2004). The invisible multilingual teacher: The contribution of language background to Australian ESL teachers` professional knowledge and beliefs. International Journal of Multilingualism,1(2), 90-108.
Ellis, E. M. (2013). The ESL teacher as plurilingual: An Australian perspective. TESOL Quarterly, 47(3), 446-471.
Ellis, E. M. (2016). “I may be a native speaker but I`m not monolingual”: Reimagining all teachers` linguistic identities in TESOL. TESOL Quarterly, 50(3), 597-630.
Fairclough, N. (2003). Analysing discourse: textual analysis for social research. New York: Routledge.
Harré, R., & van Langenhove, L. (1991). Varieties of positioning. Journal for the Theory of Social Behaviour, 21(4), 393-407.
Higgins, C., & Ponte, E. (2017). Legitimating multilingual teacher identities in the mainstream classroom. The Modern Language Journal, 101(S1), 15-28.
Hood, M. (2009). Case study. In Heigham J. & Croker R. A. (Ed.), Qualitative research in applied linguistics: A practical introduction (pp. 66-90). Basingstoke: Palgrave Macmillan.
Huang, Y. P. (Ed) (2017). Constructing identity in language education in Taiwan: an Introduction. Taiwan Journal of TESOL, 14(2), 1-3.
Huang, S. (2003, January 7). MOE to snap up foreign teachers. Taipei Times. Retrieved October, 15, 2017, from: http://www.taipeitimes.com/News/taiwan/archives/2003/01/07/190049
Huguet, Á., & Lasagabaster, D. (2006). The linguistic issue in some European bilingual contexts: Some final considerations. MULTILINGUAL MATTERS, 135-234.
Hutchinson, C., & Jazzar, M. (2007). Mentors for teachers from outside the U.S. Phi Delta Kappan, January, 368-373.
Jeon, M., & Lee, J. (2006). Hiring native-speaking English teachers in East Asian countries. English Today, 22(4), 53-58.
Kamhi-Stein, L. D. (2016). The non-native English speaker teachers in TESOL movement. ELT journal, 70(2), 180-189.
Kang, O., Rubin, D., & Lindemann, S. (2015). Mitigating US undergraduates’ attitudes toward international teaching assistants. TESOL Quarterly, 49(4), 681-706.
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities‐in‐practice. The Modern Language Journal, 95(2), 236-252.
Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103.
Kim, J. I., & Viesca, K. M. (2016). Three reading-intervention teachers` identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school. Teaching and Teacher Education, 55, 122-132.
Kachru, B. (1985). “Standards, codification and sociolinguistic realism: The English language in the outer circle”. English in the world: Teaching and learning the language and literatures, 11-30.
Lin, Y. C. & Chien, H. C. (2003). A study of foreign English teachers in Hsinchu City elementary schools. Journal of National Hsin Chu Teachers College, 17, 239-266.
Liao, P. C. (2017). Taiwan-educated teachers of English: Their linguistic capital, agency, and perspectives on their identities as legitimate English teachers. Taiwan Journal of TESOL, 14(2), 5-35.
Liu, J. (2005). Chinese graduate teaching assistants teaching freshman composition to native English speaking students. In E. Llurda (Ed.), Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 155-177). Springer, Boston, MA.
Luo, W. H. (2007). A study of native English-speaking teacher programs in elementary schools in Taiwan, Asia Pacific Education Review, 8 (2), 311-320.
Ma, L. P. (2012). Advantages and disadvantages of native- and nonnative-English-speaking Teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.
Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 3(18), 72-81.
Miller, E. R., Morgan, B., & Medina, A. L. (2017). Exploring language teacher identity work as ethical self‐formation. The Modern Language Journal, 101(S1), 91-105.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.
Park, G. (2012). “I am never afraid of being recognized as an NNES”: One teacher`s journey in claiming and embracing her nonnative‐speaker identity. TESOL Quarterly, 46(1), 127-151.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: integrating personal, contextual, and professional factors. RELC journal, 47(1), 5-23.
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
Reis, D. S. (2011). Non-native English-speaking teachers (NNESTs) and professional legitimacy: A sociocultural theoretical perspective on identity transformation. International Journal of the Sociology of Language, 208(2011), 139-160.
Rallis, S. F. & G.B. Rossman (2009). Ethics and Trustworthiness. In Heigham J. & Croker R. A. (Ed), Qualitative research in applied linguistics: A practical introduction (pp. 66-90). Basingstoke: Palgrave Macmillan.
Ruecker, T., & Ives, L. (2014). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733-756.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
Su, R. S. (2008). Language and identity searching:
A case of non-native language professionals in Taiwan (Unpublished master’s thesis). Chaoyang University of Technology, Taiwan
Tang, C. (1997). The identity of the nonnative ESL teacher on the power and status of nonnative ESL teachers. TESOL Quarterly, 31(3), 577-580.
Trent, J. (2012). The discursive positioning of teachers: native-speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126.
Trent, J. (2014). When communities collide: the shared construction and defense of community and identity during a teaching practicum. Teacher Development, 18(1), 29-45.
Ting, W. C. (2001). Current Situation of Foreign English Teachers: A Case Study in a Junior High School in Kaohsiung (外籍教師之英語教學現況調查研究--以高雄市國民中學英語教學為例) (Unpublished master’s thesis). National Kaohsiung Normal University, Taiwan.
Tsai, C. Y. (2002). An observation of English education through the phenomenon of the superior of English foreign teacher (Unpublished master’s thesis). Nan-Hua University, Taiwan.
Tsai. S. T. (2011). A case study - The investigation of EFL students’ learning attitudes and comprehension under the teaching of a NST with and without a NNST’s assistance (Unpublished master’s thesis). Southern Taiwan University of Science and Technology, Taiwan.
Tseng, M. I. L. (2017). Exploring Taiwanese preservice teachers’ identity construction in the context of service-learning: conflict and development. Taiwan Journal of TESOL, 14(2), 37-69.
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators` professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of language, Identity, and Education, 4(1), 21-44.
Wang, L. Y., & Lin, T. B. (2014). Exploring the identity of pre-service NNESTs in Taiwan: A social relationally approach. English Teaching: Practice and Critique, 13(3), 5-29.
Wolff, D. & De Costa, P. I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. The Modern Language Journal, 101(S2017), 76-90.
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers` professional identity change in China. Teaching and Teacher Education, 31, 79-86.
Yu, Y. C. (2005). Native, functionally-native and non-native teachers: The effects of accentedness on student performance and perception (Unpublished master’s thesis). Ming Chuan University, Taiwan.
Zacharias, N. T. (2010). The teacher identity construction of 12 Asian NNES teachers in TESOL graduate programs. The Journal of AsiaTEFL, 7(2), 177-197.
Zhang, L. (2018). Study on continuous professional development for teachers. In 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Atlantis Press.
Zheng, X. (2017). Translingual identity as pedagogy: International teaching assistants of English in college composition classrooms. The Modern Language Journal, 101(S1), 29-44.		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202000350en_US