Job Advertisements for English Teachers in the Saudi Arabian Context: Discourses of Discrimination and Inequity

Autor/in	Alshammari, Alya
Titel	Job Advertisements for English Teachers in the Saudi Arabian Context: Discourses of Discrimination and Inequity
Quelle	In: TESOL Journal, 12 (2021) 2, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.542
Schlagwörter	Advertising; Occupational Information; Employment Qualifications; Teacher Recruitment; Language Teachers; English (Second Language); Native Speakers; Foreign Workers; Job Applicants; Citizenship; Equal Opportunities (Jobs); Social Discrimination; Selection Criteria; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Werbung; Berufsinformation; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Lehrerrekrutierung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Bewerber; Staatsbürgerschaft; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Soziale Benachteiligung; Soziale Schließung; Selection criterion; Auslesekriterium; Ausland; Saudi-Arabien
Abstract	This article looks at how job advertisements for recruiting English teachers in the Saudi Preparatory Year Programs promote bias and inequity. Based on analysis of 25 job advertisements targeting overseas applicants, the article reports three kinds of selection criteria: professional, demographic, and personal qualities. Although these criteria include a wide range of requirements, "speakerhood status" was identified as the primary qualification in most of the advertisements. Therefore, this article argues that discrimination based on speakerhood status and country of origin is practised in the recruitment of teachers of English as a foreign language, and the TESOL community needs to problematize the discourses of native speakerism that create unequal status among English language teachers. This article concludes by presenting a number of recommendations to avoid professional inequity and to enhance advocacy and empowerment in TESOL. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01