Identity Matters: An Examination of “Western-Based” TESOL (Teachers of English to Speakers of Other Languages) Programs and Teacher Candidates’ Teaching Practice

• In Event: Language, Identity, and Citizenship in International/Transnational Contexts

Abstract

By examining the curriculums of three TESOL programs in the US and conducting a multiple-case study, this research explored the interrelationships between the training of TESOL programs, identities of NNES teacher candidates, and their teaching practice. The presenter argues that there is a gap between the courses currently offered in these TESOL programs and the courses NNES teachers need in order to teach in EFL or international settings. Secondly, both NES and NNES teacher identity issues are overlooked in the curriculums of TESOL programs. Thirdly, although there is an underrepresentation of NNES professionals in the academic setting, the study demonstrated that ESL students do not necessarily prefer NES teachers over NNES teachers, especially in English reading or writing classes.

Author

• Pei-Chia Liao, University of Washington