From Name Mispronunciation to Mutual Recognition: The Collaborative Autoethnography of South Korean Non-Native English-Speaking Teachers

• In Event: AERA Roundtable Session Wednesday 1:45 pm
  In Roundtable Session: South Korean Educators: Identity, Language, and Inclusion

Abstract

This collaborative autoethnography of three South Korean Non-Native English-Speaking Teachers (NNESTs) in English-only classrooms in the U.S. examines how mispronouncing student names induces anxiety, self-doubt, and identity threat while rehearsal and peer scaffolding build efficacy and inclusion. Interpreting narratives through Vygotsky’s Sociocultural Theory and Bourdieu’s Linguistic Hegemony, the study highlights that name pronunciation operates as an equity practice, signaling respect, shaping authority, and mediating teachers’ professional legitimacy. In this context, participants transform their vulnerability into relational repair and collective learning, using those moments to deepen connection and reinforce efficacy. Based on these insights, the findings urge institutions to offer targeted supports that acknowledge and validate these teachers' identities, reduce emotional strain, and enable more culturally responsive classroom environments.

Authors

• Jooyoung Jeon, Teachers College, Columbia University

• Elizabeth Kim, Teachers College, Columbia University

• Sori Kim, Teachers College, Columbia University