Teacher emotions, identity, and speakerhood status in narratives of Filipino JET Assistant Language Teachers (ALT)
DOI:
https://doi.org/10.48017/dj.v9iSpecial1.2829Palabras clave:
narrative inquiry, native speakerism, language teaching, NNESTResumen
Este artículo explora los relatos de cuatro ALT filipinos en las narrativas docentes entrelazadas en sus emociones, identidades y prácticas docentes para ayudar a comprender los cambios modernos en la comprensión del estatus de oradores de los NNEST tradicionalmente percibidos en Japón y el mundo globalizado utilizando Norton (2013). concepto de identidad docente. Los datos primarios se recopilaron a partir de un cuestionario de encuesta inicial y entrevistas en línea semiestructuradas de cuatro (4) ALT. Guiados por el enfoque narrativo (Barkhuizen, 2008), aprendimos que las identidades de los ALT filipinos están cambiando y cambiando a medida que navegan por sus emociones sobre su condición de oradores como ALT en Japón. Los participantes respondieron con diversas representaciones de sus hablantes nativos (NES) y no nativos (NNEST) imaginados, especificando diferencias culturales, lingüísticas y físicas. La decepción y la frustración surgieron como emociones de los docentes derivadas de factores externos más que de su condición de oradores. Además, se percibía que los sentimientos de felicidad e inferioridad estaban asociados con su condición de oradores. Los datos de las entrevistas muestran que sus ansiedades e inferioridad se relacionaban más con la etiqueta que otros les daban como hablantes nativos y las expectativas de tener que estar a la altura de los ideales de la NES. Los datos respaldan el estatus de orador como un espectro más que como una categoría discreta, con las identidades docentes de los participantes en constante cambio y cambio. El estudio muestra que las emociones de los docentes de los ALT filipinos, en su relación con sus comunidades, las políticas del aula y las identidades docentes cambiantes, muestran y conducen a su deseo de invertir y reinvertir en su práctica docente y posiblemente señalar cambios en la comprensión de las ideologías docentes por parte de los docentes.
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Derechos de autor 2024 Candice Faye Kristen
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