Abstract
This chapter reports on a qualitative study that explored the discursive positioning of native-speaking English teachers (NETs) within schools in Hong Kong. It draws on insights from discourse theory to examine NETs self-positioning, as well as their positioning by other stakeholders, as part of a dynamic process of identity formation. The participants were eight teachers who were employed in both primary and secondary schools under the Hong Kong Governments Native English Teacher Scheme. In-depth interviews with each of the participants were used to understand how the teachers discursively positioned themselves, as well as how they believed they were positioned by others, within their schools. The findings suggest that the NETs self-positioning as ‘professional language teachers’ was challenged by other stakeholders who questioned the value of their teaching experience and practices within the context of English language classrooms in Hong Kong. The chapter explores how NETs attempted to negotiate the antagonism between different positionings. Implications for attracting and retaining NETs, as well as for future research, are also discussed.
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Trent, J., Gao, X., Gu, M. (2014). Identity Construction in a Foreign Land: Native-Speaking English Teachers and the Contestation of Teacher Identities in Hong Kong Schools. In: Language Teacher Education in a Multilingual Context. Multilingual Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7392-9_9
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