Emoções, identidade e status de orador do professor nas narrativas de professores assistentes de línguas JET filipinos (ALT)
DOI:
https://doi.org/10.48017/dj.v9iSpecial1.2829Palavras-chave:
investigação narrativa, locução nativa, ensino de línguas, NNESTResumo
Este artigo explora os relatos de quatro ALTs filipinos em narrativas de professores como entrelaçados nas emoções, identidades e práticas de seus professores para ajudar a compreender as mudanças modernas na compreensão do status de falante dos NNESTs tradicionalmente percebidos no Japão e no mundo globalizado usando o modelo de Norton (2013). conceito de identidade docente. Os dados primários foram coletados a partir de um questionário inicial e entrevistas on-line semiestruturadas de quatro (4) ALTs. Guiados pela abordagem narrativa (Barkhuizen, 2008), aprendemos que as identidades dos ALTs filipinos estão mudando e em fluxo à medida que eles navegam em suas emoções sobre seu status de falantes como ALTs no Japão. Os participantes responderam com representações variadas de seus falantes nativos (NES) e não-nativos imaginados (NNEST), especificando diferenças culturais, linguísticas e físicas. A decepção e a frustração emergiram como emoções dos professores decorrentes de fatores externos, e não do status de orador. Além disso, os sentimentos de felicidade e inferioridade, em vez disso, foram percebidos como associados ao seu status de falante. Os dados das entrevistas mostram que as suas ansiedades e inferioridade estavam mais relacionadas com o facto de os outros os rotularem como falantes nativos e com as expectativas de terem de viver de acordo com os ideais da NES. Os dados apoiam o estatuto de falante como um espectro e não como uma categoria discreta, com as identidades dos professores dos participantes em constante mudança e fluxo. O estudo mostra que as emoções dos professores filipinos ALT, à medida que se relacionam com as suas comunidades, políticas de sala de aula e mudanças nas identidades dos professores, mostram e levam ao seu desejo de investir e reinvestir na sua prática de ensino e possivelmente sinalizam mudanças na compreensão dos professores sobre as ideologias dos professores.
Métricas
Referências
Aneja, G. A. (2018). Doing and Undoing (Non)Nativeness: Glocal Perspectives from a Graduate Classroom. In: Yazan, B., Rudolph, N. (eds) Criticality, Teacher Identity, and (In)equity in English Language Teaching . Educational Linguistics, vol 35. Springer, Cham., 257–273. https://doi.org/10.1007/978-3-319-72920-6_14
Average Annual Compensation per Employee for Education Establishments by Industry Group, Philippines. (n.d.). Retrieved May 1, 2023, from https://nwpc.dole.gov.ph/wp-content/uploads/2020/04/Education_4.2020.pdf
Barcelos, A. M. F. (2015). Unveiling the Relationship between Language Learning Beliefs, Emotions, and Identities. Studies in Second Language Learning and Teaching, 5(2), 301–325.
Barkhuizen, G. (2008). A narrative approach to exploring context in language teaching. ELT Journal, 62(3), 231–239. https://doi.org/10.1093/elt/ccm043
Barkhuizen, G., & Consoli, S. (2021). Pushing the edge in narrative inquiry. Pushing the Edge in Narrative Inquiry, 102, 102656. https://doi.org/10.1016/j.system.2021.102656
Benesch, S. (2013). Considering emotions in critical English language teaching: Theories and praxis. Routledge. https://doi.org/10.4324/9780203848135
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal, 91, 863–876. https://doi.org/10.1111/j.1540-4781.2007.00674.x
Braine, G. (2013). Non-native educators in English language teaching. Routledge.
Breckenridge, Y., & Erling, E. J. (2011). The Native Speaker English Teacher and the Politics of Globalization in Japan. In P. Seargeant (Ed.), English in Japan in the Era of Globalization (pp. 80–100). Palgrave Macmillan UK. https://doi.org/10.1057/9780230306196_5
Bresnahan, M. I. (1979). English in the Philippines. Journal of Communication, 29(2), 64–71.
Canagarajah, A. S. (2013). Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In Non-native educators in English language teaching (pp. 77–92). Routledge.
Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34(3), 341–351. https://doi.org/10.1016/j.system.2006.02.001
Copland, F., Davis, M., Garton, S., & Mann, S. (Eds.) (2016). Investigating NEST schemes around the world: supporting NEST/LET collaborative practices. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/38426%20BC%20NEST %20Publication%20TeachingEnglish.pdf
Corbin, J., & Strauss, A. (2015). Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory (4th ed.). SAGE Publications.
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. https://doi.org/10.1017/S0267190514000191
De Costa, P., Green-Eneix, C., Li, W., & Rawal, H. (2021). Interrogating Race in the NEST/NNEST Ideological Dichotomy: Insights from Raciolinguistics, Culturally Sustaining Pedagogy and Translanguaging. https://doi.org/10.5040/9781350065871.0015
De Costa, P., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3–14. https://doi.org/10.1111/modl.12368
De Costa, P., Li, W., & Rawal, H. (2019). Language teacher emotions. In M. Peters (Ed.) Encyclopedia of teacher education. https://doi.org/10.1007/978-981-13-1179-6_262-1
de Dios Martínez Agudo, J. (Ed.). (2018). Emotions in learning to teach EFL in the practicum setting: Facing the emotional dilemmas and challenges associated with professional practice. Emotions in Second Language Teaching: Theory, Research and Teacher Education. https://doi.org/10.1007/978-3-319-75438-3_20
Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. Tesol Quarterly, 31(3), 451–486. https://doi.org/10.2307/3587834
Faez, F. (2011). Reconceptualizing the Native/Nonnative Speaker Dichotomy. Journal of Language, Identity & Education, 10(4), 231–249. https://doi.org/10.1080/15348458.2011.598127
Hanashiro, K. (2016). How globalism is represented in English textbooks in Japan. Hawaii Pacific University TESOL. Working Paper Series, 14, 2–13. https://www.hpu.edu/research-publications/tesol-working-papers/2016/01KazuHanashiro.pdf
Hino, N. (1988). Nationalism and English as an international language: The history of English textbooks in Japan. World Englishes, 7(3), 309–314. https://doi.org/10.1111/j.1467-971X.1988.tb00240.x
Holliday, A. (2005). The Struggle to Teach English as an International Language-Oxford Applied Linguistics. Oxford University Press.
Javier, E. (2016). ’Almost’ native speakers: The experiences of visible ethnic-minority native English-speaking teachers. In LETs and NESTs: Voices, views and vignettes. British Council, 227–239.https://publications.aston.ac.uk/id/eprint/28660/1/pub_BC_Book_VVV_ online_screen_res_FINAL.pdf#page=230JET Program USA – The Experience of a Lifetime. (n.d.). Retrieved February 3, 2023, from https://jetprogramusa.org/
Kubota, R. (1998). Ideologies of English in Japan. World Englishes, 17(3), 295–306. https://doi.org/10.1111/1467-971X.00105
Kubota, R. (2023). Introduction to Language Learning, Teaching, and Reclamation in Japan: Diversity, Inequalities, and Identities. In Discourses of Identity: Language Learning, Teaching, and Reclamation Perspectives in Japan. Springer. https://doi.org/10.1007/978-3-031-11988-0_1
Lawrence, L. (2016). Responsibility without power: Native-speaker experiences of team teaching in Japanese secondary schools. In LETs and NESTs: Voices, views and vignettes (pp. 20–36). British Council London, UK. https://publications.aston.ac.uk/id/eprint/28660/1/pub_BC_Book_VVV_online_ screen_res_FINAL.pdf#page=23
Lawrence, L., & Nagashima, Y. (2020). The intersectionality of gender, sexuality, race, and native-speakerness: Investigating ELT teacher identity through duoethnography. Journal of Language, Identity & Education, 19(1), 42–55. https://doi.org/10.1080/15348458.2019.1672173
Leung, C., Harris, R., & Rampton, B. (1997). The Idealised Native Speaker, Reified Ethnicities, and Classroom Realities. TESOL Quarterly, 31(3), 543–560. https://doi.org/10.2307/3587837
McCurry, J. (2011, March 8). Japan launches primary push to teach English. The Guardian. https://www.theguardian.com/education/2011/mar/08/japan-launches-primary-english-push
Miller, E. R., & Gkonou, C. (2022). Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness. Applied Linguistics. https://doi.org/10.1093/applin/amac034
Moussu, L. (2018). Shortcomings of NESTs and NNESTs. The TESOL Encyclopedia of English Language Teaching, 1–6. https://www.researchgate.net/profile/Lucie Moussu/publication/322576710_Shortcomings_of_NESTs_and_NNESTs /links/5b3b09a84585150d23f1ea0d/Shortcomings-of-NESTs-and-NNESTs.pdf
Nagashima, Y., & Lawrence, L. (2021). Intersectional Identities: Voices from the Margins of ELT in Japan. In J. Kroo & K. Satoh (Eds.), Linguistic Tactics and Strategies of Marginalization in Japanese (pp. 87–111). Springer International Publishing. https://doi.org/10.1007/978-3-030-67825-8_5
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409–429. https://doi.org/10.2307/3587831
Norton, B. (2013). Identity and language learning. In Identity and Language Learning. Multilingual matters. https://doi.org/10.21832/9781783090563
Paikeday, T. M. (1985). May I Kill the Native Speaker? TESOL Quarterly, 19(2), 390–395. JSTOR. https://doi.org/10.2307/3586840
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. https://doi.org/10.2307/3587803
Rivers, D. (2016). Employment advertisements and native-speakerism in Japanese higher education. In Copland F., Garton, S. and Mann, S (Eds.), LETs and NESTs: Voices, Views and Vignettes (pp. 68–89). British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_BC_Book_ VVV_online_screen_res_FINAL.pdf
Schneer, D., Ramanathan, V., & Morgan, B. (2007). (Inter)nationalism and English Textbooks Endorsed by the Ministry of Education in Japan. TESOL Quarterly, 41(3), 600–607. http://www.jstor.org/stable/40264392
Wolff, D., & De Costa, P. I. (2017). Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST. The Modern Language Journal, 101(S1), 76–90. https://doi.org/10.1111/modl.12370
Yamagami, M., & Tollefson, J. W. (2011). Elite discourses of globalization in Japan: The role of English. English in Japan in the Era of Globalization, 15–37.
Yamanaka, N. (2006). An evaluation of English textbooks in Japan from the viewpoint of nations in the inner, outer, and expanding circles. JALT Journal, 28(1), 57. https://jalt-publications.org/sites/default/files/pdf-article/jj-28.1-art4.pdf
Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. https://doi.org/10.1080/13540600309378
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Candice Faye Kristen
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
O periodico Diversitas Journal expressa que os artigos são de unica responsabilidade dos Autores, conhecedores da legislação Brasileira e internacional. Os artigos são revisados pelos pares e devem ter o cuidado de avisar da possível incidencia de plagiarismo. Contudo o plagio é uma ação incontestavel dos autores. A Diversitas Journal não publicará artigos com indicios de Plagiarismos. Artigos com plagios serão tratados em conformidade com os procedimentos de plagiarismo COPE.
A violação dos direitos autorais constitui crime, previsto no artigo 184, do Código Penal Brasileiro:
“Art. 184 Violar direitos de autor e os que lhe são conexos: Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa. § 1o Se a violação consistir em reprodução total ou parcial, com intuito de lucro direto ou indireto, por qualquer meio ou processo, de obra intelectual, interpretação, execução ou fonograma, sem autorização expressa do autor, do artista intérprete ou executante, do produtor, conforme o caso, ou de quem os represente: Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa.”
.png){kind=logo}
