"A Different Story to Share": Asian American English Teachers in Taiwan and Idealized "Nativeness" in EFL

Autor/inn/en	Wu, Ming-Hsuan; Leung, Genevieve; Yang, Jhih-Kai; Hsieh, Ivy Haoyin; Lin, Kelly
Titel	"A Different Story to Share": Asian American English Teachers in Taiwan and Idealized "Nativeness" in EFL
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 1, S.46-59 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Ming-Hsuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1777870
Schlagwörter	Foreign Countries; Asian Americans; Language Teachers; English (Second Language); Second Language Instruction; Native Speakers; Cultural Capital; Language Proficiency; Racial Differences; Interpersonal Relationship; Cultural Awareness; Mandarin Chinese; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Asian immigrant; United States; Asiatischer Einwanderer; USA; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Muttersprachler; Language skill; Language skills; Sprachkompetenz; Rassenunterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Cultural identity; Kulturelle Identität
Abstract	In a broader context where English is marketed as a desirable product of consumption, hiring English speakers as language teachers and de facto cultural ambassadors is a common practice in some East Asian countries. This paper investigates how 20 self-identified Asian American teachers in Taiwan teaching English in local schools wrestle with the positionality of their racialized selves and idealized "nativeness." Using an informal interview approach, a grounded theory framework, and narrative analysis, we investigated how participants made sense of their Asian American-ness in the ELT profession in Taiwan. Findings include complex feelings involving the image of Asian Americans, strategic language use to construct Asian-American-in-Taiwan identities, and unique interpretations of teaching U.S. culture. We discuss the emotional labor and strategic discourses these teachers undertook to convert their cultural and linguistic capital and offer suggestions for professional and curriculum development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01