The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future

Autor/in	Lee, Soo Min
Titel	The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future
Quelle	(2019), (271 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alliant International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-3826-7
Schlagwörter	Hochschulschrift; Dissertation; Native Language; English Teachers; English (Second Language); Professional Identity; Teacher Background; Educational Experience; Personal Narratives; Autobiographies; Early Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungserfahrung; Erlebniserzählung; Autobiography; Autobiografie; Autobiographie; Frühbeginn
Abstract	This study explored the identity constructions and negotiations of nonnative English-speaking (NNES) TESOL professionals using past, present, and future timelines. The present study is a qualitative research design, using a life history inquiry to look into the lives and experiences of the participants. Data was collected from seven NNES TESOL professionals through autobiographical essay, semi-structured individual interviews, and field notes as main instruments. The seven participants included the researcher-participant, who provided only her autobiographical essay. The seven participants shed light on their teacher identities, teaching philosophies, and native English-speaker (NES) and NNES construct by sharing their stories and perspectives on their early schooling, EFL teaching, U.S. TESOL educational journey, U.S. TESOL professional journey, and future possibilities. Research findings were classified into individual profiles and major themes and sub-themes were extracted from narrative profiles. Each participant's individual profiles were described based on four contributory research questions. The results of this study have potential implications to TESOL. First, TESOL professional identity formation and negotiation is complex in nature; indeed, it is contextual, interrelating, transformational, and reflective of the context. Second, utilizing professional autobiographies in TESOL graduate programs will enable TESOL students to understand their identity constructions and negotiations prior to entrance into TESOL programs. Third, the results can provide guidance to classroom teachers. Teachers can empower ESL students by emphasizing intelligibility, viewing English as an international language. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01