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題名 製造一個理想的英文老師：以台灣爲例
The Making of an Ideal English Teacher: The case of Taiwan
作者 麥傑米
McCatherin, James
貢獻者 劉曉鵬
HP Liu
麥傑米
James McCatherin
關鍵詞 英文教育
民族中心主義
種族歧視
社會建構主義
母語者主義
理想英文老師
TESOL
Taiwan
Native Speakerism
Idealized Native Speaker
Ethnocentrism
Social Constructivism
日期 2023
上傳時間 2-Aug-2023 13:46:46 (UTC+8)
摘要 本研究分析臺灣英語教育產業關於種族和語言的社會建構是否導致了對於「理想化的母語英語教師」的建構。本論文將分析全球 TESOL（英語教學為第二語言）相關研究藉此審查台灣英文產業的「理想化的母語英語教師」與全球如何比較。本研究運用社會建構主義的方法，分析了「母語者主義」、「臺灣民族中心主義」和「歧視性的潛規則」在該行業中的體現。同時，我們也探討如上社會建構的變化與未來的傾向。本研究進行了多元方法的初級研究主要的數據收集方法包括半結構式訪談和問卷調查，對教師和家長進行調查。此外，本研究還分析了媒體記錄和現有學術研究的分析作為次級數據。我們的數據表明，雖然臺灣的種族建構與全球 TESOL 行業有相似之處，但台灣英語產業也受到臺灣特定社會背景的獨特影響。數據進一步顯示，這樣的建構似乎創造了一個偏愛母語講師，特別是白人/西方外貌教師。相關分析還表明，在該行業中，亞洲教師和皮膚較「黑」的教師似乎受到最多的歧視與不公平。我們的結論是，在臺灣的 TESOL 行業中，相關社會建構仍然對本產業產生負面影響，也導致行業裏歧視性的潛規則。盡管如此我們的分析指出這些社會建構正在發生變化也不能算是完全普遍性的。關於多元化，臺灣似乎正處於重大社會變革之中。這表明，臺灣的 TESOL 行業在未來可能會更加開放、公正和多元，但目前仍需改善環境。
This study aims to examine whether social constructions related to race and language in Taiwan lead to the construction of an ‘idealized native English teacher` in Taiwan’s TESOL industry as well as how this may differ from similar phenomena seen in the global TESOL industry. We also asked if and how these constructions are changing over time. Our analysis, which takes a social constructionist approach, analyses how the themes of ‘Native Speakerism’, ‘Tai ethnocentrism’, and discriminatory practices may manifest within the industry. Primary methods of data collection included semi- structured interviews and questionnaires to both teachers and parents as its primary methods of data collection. This study also used archived media records and analysis of existing academic research as secondary data. We conclude that racialized constructions within Taiwan’s TESOL industry remain significant but may be changing. Our data suggested that while racial constructions in Taiwan do hold similarities to those in the global TESOL industry, they are also uniquely influenced by Taiwan’s specific social context. Data further suggests that such constructions appear to have created an industry where Native speakers and especially teachers of white/ western appearance are most desired and have the most privilege professionally. Relatedly, analysis showed that Asian teachers and teachers with ‘dark’ skin appear to be most affected by discriminatory practices in the industry. Lastly, our data also demonstrated that such constructions are not universal, and that Taiwan may be in the midst of significant social change. This suggests that Taiwan’s TESOL industry may become more open, just, and welcoming to diversity in the future, but that there is still significant progress to be made.
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Dikötter, F. (1994). Racial Identities in China: Context and Meaning. The China Quarterly, 138, 404–412.
Kubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories. TESOL quarterly, 40(3), 471-493.
Cheng, Y. (2019). Discovering China in Africa: Race and the Chinese perception of Africa and black peoples. In Discourses of Race and Rising China (pp. 161-237). Palgrave Macmillan, Cham.
Curtis, A., & Romney, M. (Eds.). (2006). Color, race, and English language teaching: Shades of meaning. Mahwah, NJ: Erlbaum.
Sautman, B. (1994). Anti-Black Racism in Post-Mao China. The China Quarterly, 138, 413–437.
Crump, A. (2014). Introducing LangCrit: Critical Language and Race Theory. Critical Inquiry in Language Studies, 11(3), 207-224.
Mahboob, Ahmar. (2010) The NNEST Lens: Non-Native English Speakers in Tesol. Cambridge Scholars (1,2,5)
Amin, N. (1997) Race and the identity of the nonnative ESL teachers. TESOL quarterly 31.3, 580-583.
Mahboob, A. (2019) Confessions of an enraced TESOL professional." Color, Race, and English Language Teaching. Routledge, 173-188.
Yat-sen S, et al. (1924) San Min Zhu Yi: The Three Principles of the People. China Pub. Co.,
Everington, Keoni. “Taipei Kindergarten Teacher Posts Job Ad Saying `Black or Dark Skinned` People Not Wanted: Taiwan News: 2018-06-12 11:38:00.” Taiwan News, Taiwan News, 12 June 2018, https://www.taiwannews.com.tw/en/news/3454928.
Xinping, Lin. “Looking beyond Skin Color: It`s Time for Taiwanese to Reckon with Racism｜.” 換日線 Crossing, 17 Apr. 2021, https://crossing.cw.com.tw/article/14710.
“國家發展委員會.” 國發會全球資訊網, 國家發展委員會, https://www.ndc.gov.tw/Content_List.aspx?n=A3CE11B3737BA9EB.
Tai ey Lopez, I. F. (2000). The social construction of race. In R. Delgado & J. Stefancic (Eds.), Critical race theory: The cutting edge (pp. 163 –175). Philadelphia, PA: Temple University Press.
Goldberg, D. T. (1993). Racist culture: Philosophy and the politics of meaning. Oxford, England: Blackwell. (1-3,6)
Darder, A., & Torres, R. D. (2004). After race: Racism after multiculturalism. New York: New York University Press. Davis, K. A., & Skilton-Sylvester 1-25.
Miles, R. (1987). Recent Marxist theories of nationalism and the issues of racism. The British Journal of Sociology, 38, 24 – 43
HOSSEINI, D. D. (2011). The social construction of ‘race’ and the ‘native speaker’ in TESOL: an interview-based study of the assumptions of mainland Chinese English language learners (Doctoral dissertation, UNIVERSITY OF BATH).
Lock, A. & Strong, T. (2010). Social Constructionism: Sources and Stirrings in Theory and Practice. Cambridge: Cambridge University Press.1-26
Willig, C. (2008). Introducing Qualitative Research in Psychology: Adventures in Theory and Method, Second Edition. New York: McGraw-Hill Education. (47-114)
Hibberd, F. (2005). Unfolding Social Constructionism. New York: Springer 1-25.
Burr, V. (1995). An Introduction to Social Constructionism, Second Edition. New York: Routledge. 81-92.
Burr, V. (2003). Social Constructionism, Second Edition. New York: Routledge.
Holliday, A. (2006). Native-speakerism. ELT journal, 60(4), 385-387.
Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon, U.K.: Multilingual Matters Ltd.
Holliday, A., Aboshiha, P., & Swan, A. (Eds.). (2015). (En) countering native-speakerism: Global perspectives. Springer. (1,2) 1-43.
Butler, Y. G. (2007). Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT journal, 29(1), 7.
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language teaching, 41(3), 315-348.
Shuck, G. (2006). Racializing the nonnative English speaker. Journal of Language, Identity, and Education, 5(4), 259-276.
Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates` judgments of nonnative English-speaking teaching assistants. Research in Higher education, 33(4), 511-531.
Motha, S. (2006). Decolonizing ESOL: Negotiating linguistic power in U.S. public school classrooms. Critical Inquiry in Language Studies, 3(2–3), 75–100.
Medgyes, P. (1994). The non-native teacher. London: Macmillan. (1-4) 1-35.
Nayar, P. B. (1994). Whose English is it? TESL-EJ, 12(4), 33-42.
何萬順 (2021). "「2030雙語國家」，是哪雙語？誰的國家？" (in Chinese (Taiwan)). 天下雜誌獨立評論.
Brutt-Griffler, J. & Samimy, K.K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), pp.99-106.
Sommers, S. 2005b ‘The theoretical significance of foreign teachers as economics migrants’
Aneeja, G. (2014). “Disinventing and Reconstituting Native Speaker Ideologies through the Classroom Experiences of International TESOL Students”. Working Papers in Educational Linguistics 29(1):23-39.
Sung, C. C. M. (2011). Race and native speakers in ELT: Parents` perspectives in Hong Kong: Chinese parents in Hong Kong err in their perceptions of racial background and the native speaker of English. English Today, 27(3), 25-29.
Leung, C., Harris, R., & Rampton, B. (1997). The idealized native speaker, reified ethnicities, and classroom realities. Tesol Quarterly, 31(3), 543-560.
“The List of Nations with English as the Official or Common Language 外公眾規字第 11000042880 號函.” Eligibility, Taiwan Foreign English Teacher Program, Feb. 2021, https://tfetp.epa.ntnu.edu.tw/.
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Xinping, Lin. “Looking beyond Skin Color: It`s Time for Taiwanese to Reckon with Racism｜.” 換日線 Crossing, 17 Apr. 2021, https://crossing.cw.com.tw/article/14710.
劉曉鵬. (2016). 一個刻板印象, 兩種不同政策: 比較兩岸在非洲的 [神農] 們. 中國大陸研究, 59(2), 1-35.
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Hung. (2022). Teaching the U.S. civil rights movement and its legacy in Taiwan: an exploration of racial awareness in a Taiwanese high school class. Asian Ethnicity, 23(4), 697–717.

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描述 碩士
國立政治大學
國家發展研究所
110261023
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110261023
資料類型 thesis
dc.contributor.advisor 劉曉鵬zh_TW
dc.contributor.advisor HP Liuen_US
dc.contributor.author (Authors) 麥傑米zh_TW
dc.contributor.author (Authors) James McCatherinen_US
dc.creator (作者) 麥傑米zh_TW
dc.creator (作者) McCatherin, Jamesen_US
dc.date (日期) 2023en_US
dc.date.accessioned 2-Aug-2023 13:46:46 (UTC+8)-
dc.date.available 2-Aug-2023 13:46:46 (UTC+8)-
dc.date.issued (上傳時間) 2-Aug-2023 13:46:46 (UTC+8)-
dc.identifier (Other Identifiers) G0110261023en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/146500-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 國家發展研究所zh_TW
dc.description (描述) 110261023zh_TW
dc.description.abstract (摘要) 本研究分析臺灣英語教育產業關於種族和語言的社會建構是否導致了對於「理想化的母語英語教師」的建構。本論文將分析全球 TESOL（英語教學為第二語言）相關研究藉此審查台灣英文產業的「理想化的母語英語教師」與全球如何比較。本研究運用社會建構主義的方法，分析了「母語者主義」、「臺灣民族中心主義」和「歧視性的潛規則」在該行業中的體現。同時，我們也探討如上社會建構的變化與未來的傾向。本研究進行了多元方法的初級研究主要的數據收集方法包括半結構式訪談和問卷調查，對教師和家長進行調查。此外，本研究還分析了媒體記錄和現有學術研究的分析作為次級數據。我們的數據表明，雖然臺灣的種族建構與全球 TESOL 行業有相似之處，但台灣英語產業也受到臺灣特定社會背景的獨特影響。數據進一步顯示，這樣的建構似乎創造了一個偏愛母語講師，特別是白人/西方外貌教師。相關分析還表明，在該行業中，亞洲教師和皮膚較「黑」的教師似乎受到最多的歧視與不公平。我們的結論是，在臺灣的 TESOL 行業中，相關社會建構仍然對本產業產生負面影響，也導致行業裏歧視性的潛規則。盡管如此我們的分析指出這些社會建構正在發生變化也不能算是完全普遍性的。關於多元化，臺灣似乎正處於重大社會變革之中。這表明，臺灣的 TESOL 行業在未來可能會更加開放、公正和多元，但目前仍需改善環境。zh_TW
dc.description.abstract (摘要) This study aims to examine whether social constructions related to race and language in Taiwan lead to the construction of an ‘idealized native English teacher` in Taiwan’s TESOL industry as well as how this may differ from similar phenomena seen in the global TESOL industry. We also asked if and how these constructions are changing over time. Our analysis, which takes a social constructionist approach, analyses how the themes of ‘Native Speakerism’, ‘Tai ethnocentrism’, and discriminatory practices may manifest within the industry. Primary methods of data collection included semi- structured interviews and questionnaires to both teachers and parents as its primary methods of data collection. This study also used archived media records and analysis of existing academic research as secondary data. We conclude that racialized constructions within Taiwan’s TESOL industry remain significant but may be changing. Our data suggested that while racial constructions in Taiwan do hold similarities to those in the global TESOL industry, they are also uniquely influenced by Taiwan’s specific social context. Data further suggests that such constructions appear to have created an industry where Native speakers and especially teachers of white/ western appearance are most desired and have the most privilege professionally. Relatedly, analysis showed that Asian teachers and teachers with ‘dark’ skin appear to be most affected by discriminatory practices in the industry. Lastly, our data also demonstrated that such constructions are not universal, and that Taiwan may be in the midst of significant social change. This suggests that Taiwan’s TESOL industry may become more open, just, and welcoming to diversity in the future, but that there is still significant progress to be made.en_US
dc.description.tableofcontents Chapter 1 Introduction 5
1. Research Motives 5
2. Literature Review 6
（1）Conceptual Framework 6
（2）Race and TESOL 7
（3） Native Speakerism and the “Ideal English Teacher” 9
（4） Racialization and Racisms in TESOL 11
（5） ‘Race’ in a ‘Chinese’ context: Han Ethnocentrism 11
3. Methodology 14
(1)Research Structure 14
(2) Research Design 16
4. Research Limitations 19
Chapter 2 The Taiwan Context 20
1. Tai Ethnocentrism 20
(1) Media Records 21
(2) Language, race, privilege 23
(3) Youth Ethnocentrism 24
2. Native Speakerism 25
(1) Foundation for construction 25
(2) Media Records 27
(3) Western Privilege 28
Chapter 3 Still White 31
1. Survey of Native Speakerism 31
(1)Survey Data 31
(2) Parent Interviews 32
(3) Teacher Interviews 33
2. Survey of Tai Ethnocentrism 34
(1)Survey Data 35
(2) Parent Interviews 35
(3) Teacher Interviews 36
3. Survey of Discriminatory Practices 37
(1) Survey Data 37
(2) Parent Interviews 37
(3) Teacher Interviews 38
Chapter 4 an Alternative Narrative 42
1. Rethinking Native Speakerism 42
(1)Survey Data 42
(2)Parent Interviews 43
(3)Teacher Interviews 43
2.Rethinking Tai Ethnocentrism 44
(1) Survey Data 44
(2)Parent Interviews 45
(3) Teacher Interviews 45
3. CTai ging Discriminatory Practices 45
(1)Survey Data 46
(2)Parent Interviews 46
(3)Teacher Interviews 46
Conclusion 48
References 49
Appendix 53		zh_TW
dc.format.extent 1405390 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110261023en_US
dc.subject (關鍵詞) 英文教育zh_TW
dc.subject (關鍵詞) 民族中心主義zh_TW
dc.subject (關鍵詞) 種族歧視zh_TW
dc.subject (關鍵詞) 社會建構主義zh_TW
dc.subject (關鍵詞) 母語者主義zh_TW
dc.subject (關鍵詞) 理想英文老師zh_TW
dc.subject (關鍵詞) TESOLen_US
dc.subject (關鍵詞) Taiwanen_US
dc.subject (關鍵詞) Native Speakerismen_US
dc.subject (關鍵詞) Idealized Native Speakeren_US
dc.subject (關鍵詞) Ethnocentrismen_US
dc.subject (關鍵詞) Social Constructivismen_US
dc.title (題名) 製造一個理想的英文老師：以台灣爲例zh_TW
dc.title (題名) The Making of an Ideal English Teacher: The case of Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Johnson, M. D. (2007). Race and racism in the Chinas: Chinese racial attitudes toward Africans and African-Americans. AuthorHouse.
Dikötter, F. (1994). Racial Identities in China: Context and Meaning. The China Quarterly, 138, 404–412.
Kubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories. TESOL quarterly, 40(3), 471-493.
Cheng, Y. (2019). Discovering China in Africa: Race and the Chinese perception of Africa and black peoples. In Discourses of Race and Rising China (pp. 161-237). Palgrave Macmillan, Cham.
Curtis, A., & Romney, M. (Eds.). (2006). Color, race, and English language teaching: Shades of meaning. Mahwah, NJ: Erlbaum.
Sautman, B. (1994). Anti-Black Racism in Post-Mao China. The China Quarterly, 138, 413–437.
Crump, A. (2014). Introducing LangCrit: Critical Language and Race Theory. Critical Inquiry in Language Studies, 11(3), 207-224.
Mahboob, Ahmar. (2010) The NNEST Lens: Non-Native English Speakers in Tesol. Cambridge Scholars (1,2,5)
Amin, N. (1997) Race and the identity of the nonnative ESL teachers. TESOL quarterly 31.3, 580-583.
Mahboob, A. (2019) Confessions of an enraced TESOL professional." Color, Race, and English Language Teaching. Routledge, 173-188.
Yat-sen S, et al. (1924) San Min Zhu Yi: The Three Principles of the People. China Pub. Co.,
Everington, Keoni. “Taipei Kindergarten Teacher Posts Job Ad Saying `Black or Dark Skinned` People Not Wanted: Taiwan News: 2018-06-12 11:38:00.” Taiwan News, Taiwan News, 12 June 2018, https://www.taiwannews.com.tw/en/news/3454928.
Xinping, Lin. “Looking beyond Skin Color: It`s Time for Taiwanese to Reckon with Racism｜.” 換日線 Crossing, 17 Apr. 2021, https://crossing.cw.com.tw/article/14710.
“國家發展委員會.” 國發會全球資訊網, 國家發展委員會, https://www.ndc.gov.tw/Content_List.aspx?n=A3CE11B3737BA9EB.
Tai ey Lopez, I. F. (2000). The social construction of race. In R. Delgado & J. Stefancic (Eds.), Critical race theory: The cutting edge (pp. 163 –175). Philadelphia, PA: Temple University Press.
Goldberg, D. T. (1993). Racist culture: Philosophy and the politics of meaning. Oxford, England: Blackwell. (1-3,6)
Darder, A., & Torres, R. D. (2004). After race: Racism after multiculturalism. New York: New York University Press. Davis, K. A., & Skilton-Sylvester 1-25.
Miles, R. (1987). Recent Marxist theories of nationalism and the issues of racism. The British Journal of Sociology, 38, 24 – 43
HOSSEINI, D. D. (2011). The social construction of ‘race’ and the ‘native speaker’ in TESOL: an interview-based study of the assumptions of mainland Chinese English language learners (Doctoral dissertation, UNIVERSITY OF BATH).
Lock, A. & Strong, T. (2010). Social Constructionism: Sources and Stirrings in Theory and Practice. Cambridge: Cambridge University Press.1-26
Willig, C. (2008). Introducing Qualitative Research in Psychology: Adventures in Theory and Method, Second Edition. New York: McGraw-Hill Education. (47-114)
Hibberd, F. (2005). Unfolding Social Constructionism. New York: Springer 1-25.
Burr, V. (1995). An Introduction to Social Constructionism, Second Edition. New York: Routledge. 81-92.
Burr, V. (2003). Social Constructionism, Second Edition. New York: Routledge.
Holliday, A. (2006). Native-speakerism. ELT journal, 60(4), 385-387.
Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon, U.K.: Multilingual Matters Ltd.
Holliday, A., Aboshiha, P., & Swan, A. (Eds.). (2015). (En) countering native-speakerism: Global perspectives. Springer. (1,2) 1-43.
Butler, Y. G. (2007). Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT journal, 29(1), 7.
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language teaching, 41(3), 315-348.
Shuck, G. (2006). Racializing the nonnative English speaker. Journal of Language, Identity, and Education, 5(4), 259-276.
Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates` judgments of nonnative English-speaking teaching assistants. Research in Higher education, 33(4), 511-531.
Motha, S. (2006). Decolonizing ESOL: Negotiating linguistic power in U.S. public school classrooms. Critical Inquiry in Language Studies, 3(2–3), 75–100.
Medgyes, P. (1994). The non-native teacher. London: Macmillan. (1-4) 1-35.
Nayar, P. B. (1994). Whose English is it? TESL-EJ, 12(4), 33-42.
何萬順 (2021). "「2030雙語國家」，是哪雙語？誰的國家？" (in Chinese (Taiwan)). 天下雜誌獨立評論.
Brutt-Griffler, J. & Samimy, K.K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), pp.99-106.
Sommers, S. 2005b ‘The theoretical significance of foreign teachers as economics migrants’
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