Being Native and Being Foreign: Native JFL Teachers' Linguistic Identity at Tertiary Institutions in New Zealand and Australia

Autor/inn/en	Minagawa, Harumi; Nesbitt, Dallas
Titel	Being Native and Being Foreign: Native JFL Teachers' Linguistic Identity at Tertiary Institutions in New Zealand and Australia
Quelle	In: Australian Review of Applied Linguistics, 45 (2022) 1, S.25-49 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Minagawa, Harumi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Native Speakers; Language Teachers; Second Language Learning; Second Language Instruction; Self Concept; English (Second Language); Japanese; Native Language; Teacher Attitudes; Language Proficiency; Higher Education; Cross Cultural Studies; Self Efficacy; Language of Instruction; Professional Identity; Foreign Countries; Australia; New Zealand + Suchen Sie Ihr Suchwort? Muttersprachler; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Japaner; Japanisch; Lehrerverhalten; Language skill; Language skills; Sprachkompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural comparison; Kulturvergleich; Self-efficacy; Selbstwirksamkeit; Teaching language; Unterrichtssprache; Ausland; Australien; Neuseeland
Abstract	Pennington and Richards (2016) argue that if the medium of instruction (MOI) is not the native language of the instructor, lack of proficiency in the MOI could bring about a lack of confidence. This study inquired how native Japanese as a Foreign Language (JFL) teachers at tertiary institutions in New Zealand and Australia perceive their English proficiency, how it influences their linguistic identity, and how the fact that they are native speakers of the target language influences their linguistic identity. Based on responses from an online questionnaire with more than 50 respondents as well as 12 follow-up individual interviews, this study argues that their linguistic identity is not narrowly conceived around their non-nativeness in English and nativeness in Japanese, but constructed from more multi-faceted aspects of language teacher identity formation, especially by factors pertinent to the very nature of the tertiary teaching environment in these countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01