Unraveling the EFL Expat: Challenging Privilege through Borderlands and Asia as Method

Autor/in	Sherman, Brandon
Titel	Unraveling the EFL Expat: Challenging Privilege through Borderlands and Asia as Method
Quelle	In: Asia Pacific Education Review, 24 (2023) 2, S.239-250 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sherman, Brandon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09790-5
Schlagwörter	English (Second Language); Language Teachers; Second Language Instruction; Indigenous Populations; Foreign Countries; Place of Residence; Power Structure; Advantaged; Self Concept; China; Japan; South Korea; Asia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Sinti und Roma; Ausland; Wohnort; Selbstkonzept; Korea; Republik; Asien
Abstract	Each year, multitudes respond to the demand for native English speakers to teach English as a Foreign Language (EFL) in Asian countries, particularly China, Japan, and South Korea. These EFL transnationals are often young, new to living abroad, and inexperienced as educators. When they arrive, they often find a community, and an identity waiting for them: that of the expatriate. In this paper, I draw on research on EFL expatriates to produce a figuration, a way of engaging with and highlighting contradiction and disjuncture in the narrative identity of EFL expat taken up by some transnational EFL teachers. This figuration serves as a nexus to which I bring two bodies of theory with which to think. These are the Borderlands Thought of Gloria Anzaldúa and Chen Kwan-Hsing's articulation of Asia as Method. Separately, I bring these into conversation with the figuration of the EFL expat, then consider what emerges when all three are brought together. In doing so, I highlight how the figuration of the EFL expat is outlined by privileged and constrictive colonial, racial, professional, and linguistic dichotomies. The theories of Anzaldúa and Chen help to unravel these binaries, suggesting ways in which transnational English teachers can move on from such constraints to become something more than in-but-not-of their local world. I also consider what it means for Western scholars to work respectfully in theoretical spaces that were not developed by and for them, proposing that such researchers can think of themselves as theoretical expatriates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01