The Professional Legitimacy of Taiwanese-Educated Versus U.S.-Educated Nonnative English-Speaking Teachers (NNESTs) in Taiwan

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-1 - Division K Section 3 Poster Session 2

Abstract

Professional legitimacy of in-service NNESTs in EFL contexts is underrepresented in the literature of language teacher education. Additionally, with the increasing influx of NNESTs obtaining their degrees in English-speaking countries and returning to their home countries in EFL contexts, little is known about how EFL-educated NNESTs assert professional legitimacy while encountering those colleagues who are educated in English-speaking countries or native English speakers. This study illuminates the perspectives of in-service Taiwanese-educated versus US-educated NNESTs’ professional legitimacy in Taiwan. It also investigates what resources Taiwanese-educated versus US-educated NNESTs gain access to and draw upon while they conceptualize their sense of professional legitimacy. It further identifies strategies that the Taiwanese-educated and US-educated NNESTs take in order to establish their professional legitimacy.

Author

• Pei-Chia Liao, University of Washington