Skip to main content
SpringerLink
Log in
Book cover

Criticality, Teacher Identity, and (In)equity in English Language Teaching pp 199–217Cite as

“Legitimate” Concerns: A Duoethnography of Becoming ELT Professionals

  • Chapter
  • First Online:

Part of the book series: Educational Linguistics ((EDUL,volume 35))

Abstract

This chapter reports findings from a duoethnography of two developing ELT professionals from different linguistic and cultural backgrounds, exploring themes of marginality and acceptance in the experience of developing professional identities. Through this process, the authors seek to construct what it means to be “legitimate” ELT professionals. The authors (one a Korean citizen working at a university in the US, the other a US citizen completing a doctoral degree in the US after significant international experience) juxtapose their narratives to explore themes of marginality and acceptance in the experience of developing professional identities. Duoethnography is founded on a dialogic approach (Bakhtin, The dialogic imagination: four essays (C. Emerson & M. Holquist, Trans.). University of Texas Press, Austin, 1981) where collaborators explore a concept or shared experience with the goal of creating new understandings or promoting change. Thus, it is a particularly appropriate choice for exploring the divergences and similarities between two individuals’ experiences in the shadow of historical and frequently narrow conceptualizations of a native/non-native dichotomy. Sharing stories of critically constructing and reconstructing our legitimacy as ELT professionals revealed different but similar processes and developed new understandings of the contexts each of us were familiar with. We share these findings and consider how they can serve to further cultivate new understandings of professional identity in local and global contexts.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.

    Google Scholar 

  • Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Charlotte: Duke University Press.

    Book  Google Scholar 

  • Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391–414.

    Article  Google Scholar 

  • Barone, T. E. (1990). Using the narrative text as an occasion for conspiracy. In E. W. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education (pp. 305–326). New York: Teachers College Press.

    Google Scholar 

  • Bates, T., Swennen, A., & Jones, K. (2011). The professional development of teacher educators. London: Routledge.

    Google Scholar 

  • Block, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London: Routledge.

    Google Scholar 

  • Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.

    Google Scholar 

  • Brock, S. (2011). To perceive absence: Storying a research journey. In D. Schaafsma & R. Vinz (Eds.), On narrative inquiry: Approaches to language and literacy research (pp. 36–49). New York: Teachers College Press.

    Google Scholar 

  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

    Google Scholar 

  • Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.

    Google Scholar 

  • Canagarajah, A. S. (2002). Multilingual writers and the academic community: Towards a critical relationship. Journal of English for Academic Purposes, 1(1), 29–44. https://doi.org/10.1016/s1475-1585(02)00007-3.

    Article  Google Scholar 

  • Canagarajah, A. S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91, 923–939. https://doi.org/10.1111/j.1540-4781.2007.00678.x.

    Article  Google Scholar 

  • Canagarajah, A. S. (2009). Can we talk? Finding a platform for dialogue among values-based professionals in post-positive education. In M. S. Wong & A. S. Canagarajah (Eds.), Christian and critical English language educators in dialogue: Pedagogical and ethical dilemmas (pp. 75–88). New York: Routledge.

    Google Scholar 

  • Canagarajah, A. S. (2012a). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258–279. https://doi.org/10.1002/tesq.18.

    Article  Google Scholar 

  • Canagarajah, A. S. (2012b). Translingual practice: Global Englishes and cosmopolitan relations. New York: Routledge.

    Google Scholar 

  • Cenoz, J., & Gorter, D. (2011). A holistic approach to multilingual education: Introduction. The Modern Language Journal, 95(3), 339–343. https://doi.org/10.1111/j.1540-4781.2011.01204.x.

    Article  Google Scholar 

  • Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ practice knowledge: What counts as “personal” in studies of the personal. Journal of Curriculum Studies, 19, 487–500. https://doi.org/10.1080/0022027870190602.

    Article  Google Scholar 

  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. https://doi.org/10.2307/3587717.

    Article  Google Scholar 

  • Cook, V. (2007). The goals of ELT: Reproducing native speakers or promoting multi-competence among second language users? In J. Cummins & C. Davidson (Eds.), International handbook of English language teaching (pp. 237–248). New York: Springer.

    Chapter  Google Scholar 

  • Creese, A., Blackledge, A., & Takhi, J. K. (2014). The ideal ‘native speaker’ teacher: Negotiating authenticity and legitimacy in the language classroom. The Modern Language Journal, 98(4), 937–951. https://doi.org/10.1111/modl.12148.

    Article  Google Scholar 

  • Crumpler, T. P., Handsfield, L. J., & Dean, T. R. (2011). Constructing difference differently in language and literacy professional development. Research in the Teaching of English, 46(1), 55–91. Retrieved from: http://www.jstor.org/stable/23050589

    Google Scholar 

  • De Costa, P. I., & Norton, B. (Eds.). (2017). Transdisciplinarity and language teacher identity. The Modern Language Journal, 101, 3–14. https://doi.org/10.1111/modl.12368.

  • Dengerink, J., Lunenberg, M., & Kools, Q. (2015). What and how teacher educators prefer to learn. Journal of Education for Teaching, 41(1), 78–96. https://doi.org/10.1080/02607476.2014.992635.

    Article  Google Scholar 

  • Dinkelman, T. (2011). Forming a teacher educator identity: Uncertain standards, practice and relationships. Journal of Education for Teaching, 37(3), 309–323. https://doi.org/10.1080/02607476.2011.588020.

    Article  Google Scholar 

  • Dinkelman, T., Margolis, J., & Sikkenga, K. (2006). From teacher to teacher educator: Experiences, expectations, and expatriation. Studying Teacher Education, 2(1), 5–23. https://doi.org/10.1080/17425960600557447.

    Article  Google Scholar 

  • Doerr, N. M. (2009). Introduction. In N. M. Doerr (Ed.), Native speaker concept: Ethnographic investigations of native speaker effects (pp. 1–12). Berlin: Walter de Gruyter.

    Chapter  Google Scholar 

  • Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.

    Google Scholar 

  • Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–387. https://doi.org/10.1093/elt/ccl030.

    Article  Google Scholar 

  • Johnston, B. (1999). Putting critical pedagogy in its place: A personal account. TESOL Quarterly, 33(3), 557–565. https://doi.org/10.2307/3587680.

    Article  Google Scholar 

  • Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–252. https://doi.org/10.1111/j.1540-4781.2011.01178.x.

    Article  Google Scholar 

  • Kramsch, C. (1991). Culture in language learning: A view from the Unites States. In K. D. Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 217–240). John Benjamins: Amsterdam.

    Chapter  Google Scholar 

  • Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.

    Google Scholar 

  • Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.

    Google Scholar 

  • Kubota, R. (2009). Rethinking the superiority of the native speaker: Toward a relational understanding of power. In N. M. Doerr (Ed.), Native speaker concept: Ethnographic investigations of native speaker effects (pp. 233–248). Berlin: Walter de Gruyter.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Lazaraton, A. (2003). Incidental displays of cultural knowledge in the nonnative-English-speaking teacher’s classroom. TESOL Quarterly, 37(2), 213–245. https://doi.org/10.2307/3588503.

    Article  Google Scholar 

  • Lee, J. Y. (1995). Marginality: The key to multicultural theology. Minneapolis: Augsburg Fortress Publishers.

    Google Scholar 

  • Martin-Jones, M., Blackledge, A., & Creese, A. (2012). The Routledge handbook of multilingualism. New York: Routledge.

    Google Scholar 

  • Matsuda, P. K. (2012). Let’s face it: Language issues and the writing program administrator. WPA: Writing Program Administration, 36(1), 141–163.

    Google Scholar 

  • May, S. (Ed.). (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge.

    Google Scholar 

  • McClellan, P., & Sader, J. (2012). Power and privilege. In J. Norris, R. D. Sawyer, & D. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp. 137–156). Walnut Creek: Left Coast Press.

    Google Scholar 

  • Medgyes, P. (1994). The non-native teacher. London: MacMillan.

    Google Scholar 

  • Menard-Warwick, J. (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL Quarterly, 42(4), 617–640. https://doi.org/10.1002/j.1545-7249.2008.tb00151.x.

    Article  Google Scholar 

  • Millar Marsh, M. (2002). The social fashioning of teacher identities. New York: Peter Lang.

    Google Scholar 

  • Norris, J. (2008). Duoethnography. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 233–236). Thousand Oaks: Sage.

    Google Scholar 

  • Norris, J. (2012). Prologue. In I. J. Norris, R. D. Sawyer, & D. E. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp. 177–178). Walnut Creek: Left Coast Press.

    Google Scholar 

  • Norris, J., & Sawyer, R. D. (2012). Toward a dialogic methodology. In J. Norris, R. D. Sawyer, & D. E. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp. 9–39). Walnut Creek: Left Coast Press.

    Google Scholar 

  • Norris, J., Sawyer, R. D., & Lund, D. E. (2012). Duoethnography: Dialogic methods for social, health, and educational research (Vol. 7). Walnut Creek: Left Coast Press.

    Google Scholar 

  • Norton, B., & Morgan, B. (2012). Poststructuralism. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Chichester: Blackwell Publishing Ltd.

    Google Scholar 

  • Park, J., & Pawan, F. (2016). Korean professors’ pedagogical efforts and professional development needs in English-medium instruction. In J. Crandall & M. A. Christison (Eds.), Teacher education and professional development in TESOL: Global perspectives (pp. 193–204). New York: Routledge.

    Google Scholar 

  • Pavlenko, A. (2003). “I never knew I was a bilingual”: Reimagining teacher identities in TESOL. Journal of Language, Identity & Education, 2(4), 251–268. https://doi.org/10.1207/S15327701JLIE0204_2.

    Article  Google Scholar 

  • Pennycook, A. (1994). The cultural politics of English as an international language. New York: Longman.

    Google Scholar 

  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329–348. https://doi.org/10.2307/3587668.

    Article  Google Scholar 

  • Pennycook, A. (2008). Critical applied linguistics. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 784–807). Oxford: Blackwell.

    Google Scholar 

  • Pinar, W. (1975). Currere: Toward reconceptualization. In W. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 396–414). Berkeley: McCutchan.

    Google Scholar 

  • Rudolph, N., Selvi, A. F., & Yazan, B. (2015). Conceptualizing and confronting inequity: Approaches within and new directions for the “NNEST movement”. Critical Inquiry in Language Studies, 12(1), 27–50. https://doi.org/10.1080/15427587.2015.997650.

    Article  Google Scholar 

  • Salmon, P., & Riessman, C. K. (2008). Looking back on narrative research: An exchange. In M. Andrews, C. Squire, & M. Tamboulou (Eds.), Doing narrative research (pp. 78–85). London: Sage.

    Google Scholar 

  • Sawyer, R. D., & Liggett, T. (2012). Shifting positionalities: A critical discussion of a duoethnographic inquiry of a personal curriculum of post/colonialism. International Journal of Qualitative Methods, 11(5), 628–651. https://doi.org/10.1177/160940691201100507.

    Article  Google Scholar 

  • Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680. http://www.jstor.org/stable/40264401

    Article  Google Scholar 

  • Tsui, A. B. M., & Tollefson, J. W. (2007). Language policy, culture, and identity in Asian contexts. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4, 21–44. https://doi.org/10.1207/s15327701jlie0401_2.

    Article  Google Scholar 

  • Varghese, M. M., Motha, S., Trent, J., Park, G., & Reeves, J. (2016). Language teacher identity in multilingual settings. TESOL Quarterly, 50, 545–571. https://doi.org/10.1002/tesq.333.

    Article  Google Scholar 

  • Viczko, M., & Wright, L. L. (2010). Negotiating identities in the transition from graduate student to teacher educator. Australian Journal of Teacher Education, 35(1), 14–26.

    Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Literacy, Language & Culture, College of Education, University of Nevada, Reno, NV, USA

    Amber N. Warren

  2. Division of Arts and Humanities, Pennsylvania State University, Abington College, Abington, PA, USA

    Jaehan Park

Authors
  1. Amber N. Warren
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jaehan Park
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Amber N. Warren .

Editor information

Editors and Affiliations

  1. Department of Curriculum and Instruction, The University of Alabama, Tuscaloosa, AL, USA

    Bedrettin Yazan

  2. Department of English, Mukogawa Women’s University, Nishinomiya-shi, Hyogo-ken, Japan

    Nathanael Rudolph

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Warren, A.N., Park, J. (2018). “Legitimate” Concerns: A Duoethnography of Becoming ELT Professionals. In: Yazan, B., Rudolph, N. (eds) Criticality, Teacher Identity, and (In)equity in English Language Teaching . Educational Linguistics, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-319-72920-6_11

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-72920-6_11

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-72919-0

  • Online ISBN: 978-3-319-72920-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation