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題名 一位在台灣教學的宏都拉斯籍英語教師的語言投資：質性個案研究
Language Investment of a Honduran English Teacher in Taiwan: A Qualitative Case Study作者 鄭淯澤
Jheng, Yu-Ze貢獻者 招靜琪
Chao, Chin-Chi
鄭淯澤
Jheng, Yu-Ze關鍵詞 外籍英語教師
語言投資
個案研究
foreign English teachers
language investment
case study日期 2020 上傳時間 2-Jun-2020 11:10:15 (UTC+8) 摘要 英文作為世界語言，在全球掀起學習熱潮。本研究目的主要在探索一名來自宏都拉斯的英語老師如何建構他的語言投資，包含他的語言學習跟教學經歷 以及他對於英文在台灣的地位與影響之看法。本研究採用兩種方法：敘事訪談及半結構化訪談，來收集口述資料。研究參與者在敘事訪談中先分享自己的英文學習投資歷程，再接受關於語言學習投資的半結構式訪談。資料分析使用Darvin跟Norton (2015) 的語言投資架構，研究發現該名教師認為：研究參與者的文化資本在台灣可以成功地轉換為經濟與社會資本來輔助他的生活與中英文學習，然而在台灣的意識形態下，讓他儘管長期居住台灣並擁有一半的台灣血統，卻無法完全融入台灣社會。最後，根據研究分析觀察結果提供教學上的建議與未來的研究方向。
English is used as a lingua franca; people all over the world are learning this global language. The purpose of the study aims to explore a Taiwanese Honduran’s language investment and his observation as to how English is perceived in Taiwan. In this qualitative case study, data collection was conducted through in-depth narratives and follow-up semi-structured interviews. Data analysis were conducted with Darvin and Norton’s (2015) language investment model as the theoretical framework. The findings revealed that in the participant’s perception, his cultural capitals would transfer into economic and cultural capitals to afford his language investment; however, they also kept him from fully integrating Taiwanese society despite having Taiwanese ethnicity and living in Taiwan for a long time. Pedagogical implications and suggestions for further studies are provided at the end of the study.參考文獻 Amin, N. (1999). Minority women teachers of ESL: Negotiating white English. Non-native educators in English language teaching, 93-104.Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.Becker, H. S. (1970). Sociology work: Method and substance. New Brunswick, NJ: Transaction.Beltrán Tovar, L. F. (2017). Investment and subject positioning in an EFL blended learning community of practice. [Unpublished master’s thesis] National Pedagogic University (Colombia)Benson, P. (2013). Teaching and researching: Autonomy in language learning. New York, NY: Routledge.Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.Bourdieu, P. & Wacquant, L. (2013). Symbolic capital and social classes. Journal of Classical Sociology, 13(2), 292-302.Brinkmann, S. (2014). Interview. In Encyclopedia of critical psychology (pp. 1008-1010). New York: Springer.Byram, M., & Feng, A. (Eds.). (2006). Living and studying abroad: Research and practice (Vol. 12). Multilingual Matters.Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.Chang, W. C. (2006). English language education in Taiwan: A comprehensive survey. Bimonthly Journal of Educational Resources and Research, 69, 129-144.Chen, H. H. (2006). Imagining the other: The construction of whiteness in Taiwan. Arizona State University.Chen, I. (2016). I Learn What I Need: Needs Analysis of English Learning in Taiwan. Universal Journal of Educational Research, 4(1), 1-5.Crystal, D. (1997). English as a Global Language. New York: Cambridge University Press.Darvin, R., & Norton, B. (2014a). Social class, identity, and migrant students. Journal of Language, Identity and Education, 13(2), 111–117.Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.Duff, P. (2012). Case study research in applied linguistics. New York, NY: Routledge.Fatemipour, H. (2013). Peripheral learning of English language: A comparison between ESL and EFL contexts provided for University students. Procedia-Social and Behavioral Sciences, 93, 1394-1397.Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.Gordon, E. H. (2018). University study abroad in New Zealand: identity, ideology, and investment in English language learning (Doctoral dissertation). University of Otago, New Zealand.Guo, Y., & Beckett, G. H. (2007). The Hegemony of English as Global Language: Reclaiming Local Knowledge and Culture in China. Convergence, 40(1-2), 117.Heath, S. B. (1981). English in our language heritage. Language in the USA, New York: Cambridge University Press, 6-20.Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. New York, NY: Springer.Hjerm, M. (1998). National identities, national pride and xenophobia: A comparison of four Western countries. Acta Sociologica, 41(4), 335-347.Ho, M. C. (1998). Culture studies and motivation in foreign and second language learning in Taiwan. Language Culture and Curriculum, 11(2), 165-182.Hsu, J. L. (2008). Glocalization and English mixing in advertising in Taiwan: Its discourse domains, linguistic patterns, cultural constraints, localized creativity, and socio-psychological effects. Journal of Creative Communications, 3(2), 155–183.Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.Lan, P. C. (2006). Global Cinderellas: Migrant domestics and newly rich employers in Taiwan. North Carolina: Duke University Press.Lan, P. C. (2011). White privilege, language capital and cultural ghettoisation: Western high-skilled migrants in Taiwan. Journal of Ethnic and Migration Studies, 37(10), 1669-1693.Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557-584.Liaw, E. (2012). Examining Student Perspectives on the Differences between Native and Non-native Language Teachers. Journal of Asia TEFL, 9(3).Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analyzing, and interpretation. Thousand Oaks, CA: Sage.Liu, P. H. E., & Tannacito, D. J. (2013). Resistance by L2 writers: The role of racial and language ideology in imagined community and identity investment. Journal of Second Language Writing, 22(4), 355-373.Lo, Y. L. (2020). Self-positioning of two NNES International English teachers: A qualitative case study in Taiwan. National Chengchi University, Taipei, Taiwan.Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.Norton, B., Jones, S., & Ahimbisibwe, D. (2011). Learning about HIV/AIDS in Uganda: Digital resources and language learner identities. Canadian Modern Language Review, 67(4), 568-589.Phillipson, R. (2012). Linguistic imperialism. The Encyclopedia of applied linguistics, 1-7.Price, G. (2014). English for all? Neoliberalism, globalization, and language policy in Taiwan. Language in Society, 43(5), 567-589.Schieffelin, B. B., & Ochs, E. (Eds.). (1986). Language socialization across cultures (No. 3). New York: Cambridge University Press.Seilhamer, M. F. (2015). The ownership of English in Taiwan. World Englishes, 34(3), 370-388.Shannon, S. M. (1995). The hegemony of English: A case study of one bilingual classroom as a site of resistance. Linguistics and education, 7(3), 175-200.Shao, Q. (2005). Social context and language acquisition: A Chinese child learning English as his second language in naturalistic preschool settings. State University of New York at Buffalo.Sommers, S. (2005a). Foreign teachers as entry level workers in the cultural industry, retrieved from http://scottsommers.blogs.com/taiwanweblog/english_teachers_as_migrants/index.htmlSwain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320-337.Todd, R. W., & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37(1), 23-33.Tzeng, R. (2019). Beyond palatable: White privilege and Western immigrant restaurateurs in postcolonial Taiwan. International Area Studies Review, 22(2), 168-185.Wang, L. Y., & Lin, T. B. (2013). The representation of professionalism in native English-speaking teachers recruitment policies: A comparative study of Hong Kong, Japan, Korea and Taiwan. English Teaching: Practice and Critique, 12(3), 5-22.Wu, K. H., & Ke, C. (2009). Haunting Native Speakerism? Students` Perceptions toward Native Speaking English Teachers in Taiwan. English Language Teaching, 2(3), 44-52 描述 碩士
國立政治大學
英國語文學系
105551016資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105551016 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-Chi en_US dc.contributor.author (Authors) 鄭淯澤 zh_TW dc.contributor.author (Authors) Jheng, Yu-Ze en_US dc.creator (作者) 鄭淯澤 zh_TW dc.creator (作者) Jheng, Yu-Ze en_US dc.date (日期) 2020 en_US dc.date.accessioned 2-Jun-2020 11:10:15 (UTC+8) - dc.date.available 2-Jun-2020 11:10:15 (UTC+8) - dc.date.issued (上傳時間) 2-Jun-2020 11:10:15 (UTC+8) - dc.identifier (Other Identifiers) G0105551016 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/130065 - 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) 105551016 zh_TW dc.description.abstract (摘要) 英文作為世界語言，在全球掀起學習熱潮。本研究目的主要在探索一名來自宏都拉斯的英語老師如何建構他的語言投資，包含他的語言學習跟教學經歷 以及他對於英文在台灣的地位與影響之看法。本研究採用兩種方法：敘事訪談及半結構化訪談，來收集口述資料。研究參與者在敘事訪談中先分享自己的英文學習投資歷程，再接受關於語言學習投資的半結構式訪談。資料分析使用Darvin跟Norton (2015) 的語言投資架構，研究發現該名教師認為：研究參與者的文化資本在台灣可以成功地轉換為經濟與社會資本來輔助他的生活與中英文學習，然而在台灣的意識形態下，讓他儘管長期居住台灣並擁有一半的台灣血統，卻無法完全融入台灣社會。最後，根據研究分析觀察結果提供教學上的建議與未來的研究方向。 zh_TW dc.description.abstract (摘要) English is used as a lingua franca; people all over the world are learning this global language. The purpose of the study aims to explore a Taiwanese Honduran’s language investment and his observation as to how English is perceived in Taiwan. In this qualitative case study, data collection was conducted through in-depth narratives and follow-up semi-structured interviews. Data analysis were conducted with Darvin and Norton’s (2015) language investment model as the theoretical framework. The findings revealed that in the participant’s perception, his cultural capitals would transfer into economic and cultural capitals to afford his language investment; however, they also kept him from fully integrating Taiwanese society despite having Taiwanese ethnicity and living in Taiwan for a long time. Pedagogical implications and suggestions for further studies are provided at the end of the study. en_US dc.description.tableofcontents Ch1 Introduction 1Ch2 Literature Review 3Ch3 Methodology 11Ch4 Findings 17Ch5 Discussion 39Ch6 Conclusion 47References 51 zh_TW dc.format.extent 678496 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105551016 en_US dc.subject (關鍵詞) 外籍英語教師 zh_TW dc.subject (關鍵詞) 語言投資 zh_TW dc.subject (關鍵詞) 個案研究 zh_TW dc.subject (關鍵詞) foreign English teachers en_US dc.subject (關鍵詞) language investment en_US dc.subject (關鍵詞) case study en_US dc.title (題名) 一位在台灣教學的宏都拉斯籍英語教師的語言投資：質性個案研究 zh_TW dc.title (題名) Language Investment of a Honduran English Teacher in Taiwan: A Qualitative Case Study en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Amin, N. (1999). Minority women teachers of ESL: Negotiating white English. Non-native educators in English language teaching, 93-104.Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.Becker, H. S. (1970). Sociology work: Method and substance. New Brunswick, NJ: Transaction.Beltrán Tovar, L. F. (2017). Investment and subject positioning in an EFL blended learning community of practice. [Unpublished master’s thesis] National Pedagogic University (Colombia)Benson, P. (2013). Teaching and researching: Autonomy in language learning. New York, NY: Routledge.Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.Bourdieu, P. & Wacquant, L. (2013). Symbolic capital and social classes. Journal of Classical Sociology, 13(2), 292-302.Brinkmann, S. (2014). Interview. In Encyclopedia of critical psychology (pp. 1008-1010). New York: Springer.Byram, M., & Feng, A. (Eds.). (2006). Living and studying abroad: Research and practice (Vol. 12). Multilingual Matters.Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.Chang, W. C. (2006). English language education in Taiwan: A comprehensive survey. Bimonthly Journal of Educational Resources and Research, 69, 129-144.Chen, H. H. (2006). Imagining the other: The construction of whiteness in Taiwan. Arizona State University.Chen, I. (2016). I Learn What I Need: Needs Analysis of English Learning in Taiwan. Universal Journal of Educational Research, 4(1), 1-5.Crystal, D. (1997). English as a Global Language. New York: Cambridge University Press.Darvin, R., & Norton, B. (2014a). Social class, identity, and migrant students. Journal of Language, Identity and Education, 13(2), 111–117.Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.Duff, P. (2012). Case study research in applied linguistics. New York, NY: Routledge.Fatemipour, H. (2013). Peripheral learning of English language: A comparison between ESL and EFL contexts provided for University students. Procedia-Social and Behavioral Sciences, 93, 1394-1397.Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.Gordon, E. H. (2018). University study abroad in New Zealand: identity, ideology, and investment in English language learning (Doctoral dissertation). University of Otago, New Zealand.Guo, Y., & Beckett, G. H. (2007). The Hegemony of English as Global Language: Reclaiming Local Knowledge and Culture in China. Convergence, 40(1-2), 117.Heath, S. B. (1981). English in our language heritage. Language in the USA, New York: Cambridge University Press, 6-20.Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. New York, NY: Springer.Hjerm, M. (1998). National identities, national pride and xenophobia: A comparison of four Western countries. Acta Sociologica, 41(4), 335-347.Ho, M. C. (1998). Culture studies and motivation in foreign and second language learning in Taiwan. Language Culture and Curriculum, 11(2), 165-182.Hsu, J. L. (2008). Glocalization and English mixing in advertising in Taiwan: Its discourse domains, linguistic patterns, cultural constraints, localized creativity, and socio-psychological effects. Journal of Creative Communications, 3(2), 155–183.Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.Lan, P. C. (2006). Global Cinderellas: Migrant domestics and newly rich employers in Taiwan. North Carolina: Duke University Press.Lan, P. C. (2011). White privilege, language capital and cultural ghettoisation: Western high-skilled migrants in Taiwan. Journal of Ethnic and Migration Studies, 37(10), 1669-1693.Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557-584.Liaw, E. (2012). Examining Student Perspectives on the Differences between Native and Non-native Language Teachers. Journal of Asia TEFL, 9(3).Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analyzing, and interpretation. Thousand Oaks, CA: Sage.Liu, P. H. E., & Tannacito, D. J. (2013). Resistance by L2 writers: The role of racial and language ideology in imagined community and identity investment. Journal of Second Language Writing, 22(4), 355-373.Lo, Y. L. (2020). Self-positioning of two NNES International English teachers: A qualitative case study in Taiwan. National Chengchi University, Taipei, Taiwan.Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.Norton, B., Jones, S., & Ahimbisibwe, D. (2011). Learning about HIV/AIDS in Uganda: Digital resources and language learner identities. Canadian Modern Language Review, 67(4), 568-589.Phillipson, R. (2012). Linguistic imperialism. The Encyclopedia of applied linguistics, 1-7.Price, G. (2014). English for all? Neoliberalism, globalization, and language policy in Taiwan. Language in Society, 43(5), 567-589.Schieffelin, B. B., & Ochs, E. (Eds.). (1986). Language socialization across cultures (No. 3). New York: Cambridge University Press.Seilhamer, M. F. (2015). The ownership of English in Taiwan. World Englishes, 34(3), 370-388.Shannon, S. M. (1995). The hegemony of English: A case study of one bilingual classroom as a site of resistance. Linguistics and education, 7(3), 175-200.Shao, Q. (2005). Social context and language acquisition: A Chinese child learning English as his second language in naturalistic preschool settings. State University of New York at Buffalo.Sommers, S. (2005a). Foreign teachers as entry level workers in the cultural industry, retrieved from http://scottsommers.blogs.com/taiwanweblog/english_teachers_as_migrants/index.htmlSwain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320-337.Todd, R. W., & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37(1), 23-33.Tzeng, R. (2019). Beyond palatable: White privilege and Western immigrant restaurateurs in postcolonial Taiwan. International Area Studies Review, 22(2), 168-185.Wang, L. Y., & Lin, T. B. (2013). The representation of professionalism in native English-speaking teachers recruitment policies: A comparative study of Hong Kong, Japan, Korea and Taiwan. English Teaching: Practice and Critique, 12(3), 5-22.Wu, K. H., & Ke, C. (2009). Haunting Native Speakerism? Students` Perceptions toward Native Speaking English Teachers in Taiwan. English Language Teaching, 2(3), 44-52 zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202000454 en_US
