Influence of Discrimination in the Field of TESOL: Perspectives of Mexican EFL Teachers

Autor/in	Garcia Ponce, Edgar Emmanuell
Titel	Influence of Discrimination in the Field of TESOL: Perspectives of Mexican EFL Teachers
Quelle	In: GIST Education and Learning Research Journal, (2020) 21, S.69-89 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Garcia Ponce, Edgar Emmanuell)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Mexicans; English (Second Language); Second Language Learning; Second Language Instruction; Native Speakers; Language Teachers; Teacher Attitudes; Social Discrimination; Self Concept; Teacher Salaries; Career Change; Work Attitudes; Psychological Patterns; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Mexikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Language teacher; Sprachunterricht; Lehrerverhalten; Soziale Benachteiligung; Soziale Schließung; Selbstkonzept; Lehrerbesoldung; Lehrervergütung; Career changes; Berufswechsel; Work attitude; Arbeitshaltung; Ausland; Mexiko
Abstract	In the last few decades, several studies have documented the discrimination that teachers face in the field of Teaching English for Speakers of Other Languages (TESOL). To date, these studies have shown that discrimination tends to be motivated by issues concerning the native- versus non-native language status of these professionals. Moreover, recent studies have suggested that discrimination in TESOL is intricate involving factors which are associated with the language status of teachers, their pronunciation, gender, race, sexual preference, age, among others. However, despite the fact that there is research discourse which has revealed the struggles of these professionals, no research discourse, to my knowledge, has documented the extent to which this phenomenon impacts on the professionals' feelings, perceptions of the profession, and decision making. In response to this, the present study was conducted to understand the influence of discrimination in the field of TESOL in Mexico from perspectives of 78 Mexican English as a foreign language (EFL) teachers. Through an online questionnaire, the teachers were asked to describe the instances in which they felt discriminated, and how these influenced their feelings, perceptions concerning their profession and decision making. The results show that the discrimination practices impact in complex ways, showing a negative influence on the professionals' feelings, perceptions of the profession, and decisions regarding their current profession. The findings of this study call for more effective strategies in order to stop the discriminatory acts that English language teachers commonly face. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01