Mobilising Dilemmatic Subject Positions: A Discourse Analysis of an Asian Canadian Assistant Language Teacher's Narrative

Autor/in	Takeda, Yuya
Titel	Mobilising Dilemmatic Subject Positions: A Discourse Analysis of an Asian Canadian Assistant Language Teacher's Narrative
Quelle	In: Language, Culture and Curriculum, 36 (2023) 1, S.7-20 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Takeda, Yuya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2048003
Schlagwörter	Discourse Analysis; Political Attitudes; Race; Gender Differences; Personal Narratives; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Recruitment; Foreign Countries; Native Speakers; Teacher Exchange Programs; Overseas Employment; Criticism; Language Attitudes; Asians; Self Concept; Professional Identity; Teacher Attitudes; Teacher Characteristics; Japan; Canada + Suchen Sie Ihr Suchwort? Diskursanalyse; Political attitude; Politische Einstellung; Rasse; Abstammung; Geschlechterkonflikt; Erlebniserzählung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerrekrutierung; Ausland; Muttersprachler; Auslandstätigkeit; Kritik; Sprachverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Selbstkonzept; Lehrerverhalten; Kanada
Abstract	This paper reports on the narrative of Shannon, a Taiwanese Canadian female assistant language teacher (ALT) of the Japan Exchange and Teaching (JET) Programme, one of the world's largest government-sponsored programmes for recruiting English language teachers to teach overseas [Nagatomo (2016). "Identity, gender and teaching English in Japan." Multilingual Matters]. The interview data were analyzed with the methodology of critical discursive psychology (CDP), a version of discourse analysis developed by Wetherall and Potter (1992. "Mapping the language of racism: Discourse and the legitimation of exploitation." Harvester Wheatsheaf). CDP allows the researchers to engage in 'double movement' of Marxist ideological critique and Foucauldian genealogical analysis, with which I demonstrate how Shannon's subject position was conditioned by broader ideologies and discourses about race, gender, and language. My analysis highlights how the ideology of native speakerism impacts an Asian native speaker's experience as an ALT in Japan with a particular focus on Shannon's struggle in a dilemmatic subject position between Asian Self and foreign Other. Due to her Asian appearance, Shannon constantly felt that she was 'not foreign enough' to fulfil the role of an exoticised native speaker and struggled to negotiate her legitimacy as an English teacher. Taking dilemma as a generative space for change, I discuss potential pathways for ideological critique and discursive transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01