Stereotyped English Language Use and Identity in Asian Teaching Assistants: A Poststructuralist Perspective

Autor/in	Wang, Hao
Titel	Stereotyped English Language Use and Identity in Asian Teaching Assistants: A Poststructuralist Perspective
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 51 (2020) 2, S.294-308 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688218815703
Schlagwörter	Stereotypes; Teaching Assistants; English (Second Language); Second Language Learning; Professional Identity; Expertise; Doctoral Students; Asians; Academic Language; Language Variation; Pronunciation; Language Usage; Work Environment; Course Content; Foreign Students; Second Language Instruction; Student Attitudes; Mathematics Instruction; Undergraduate Students; Race; Language Attitudes + Suchen Sie Ihr Suchwort? Klischee; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Expert appraisal; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Asian; Asiat; Asiatin; Asiaten; Asiate; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachenvielfalt; Aussprache; Sprachgebrauch; Arbeitsmilieu; Kursprogramm; Fremdsprachenunterricht; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Rasse; Abstammung; Sprachverhalten
Abstract	Informed by Poststructuralist Theory, this study investigated the impact of stereotyped notions of English on three doctoral Asian teaching assistants' (TAs) professional identities development as instructors at a US university. This article employed a qualitative approach to examine the Asian TAs' views of standard and stereotyped views of English language in academic settings and its influence on their professional identities. Using interviews as the primary data source, this article found that stereotyped notions of English language are materialized as monotone English and accented English for the three Asian TAs who are constantly monitoring and changing their language use particularly in their professional workplace. Drawing from this finding, discussions and implications focussed on the marginalization of Asian TAs' expertise in the content knowledge, problematization of standard English language, and its relation to the larger sociopolitical world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01