As recent postings to the BAAL-mail discussion list indicate, the topic of the nativeness of English language teachers is an enduring and divisive one. In this session, we will further problematise this topic through an exploration of the professional life-stories of visible ethnic minority native-English-speaker teachers (VEM-NESTs) and consider what these might reveal about the complexities of 21st century teacher identity in TESOL.

1. ‘If you heard me, I’d bet you would
think I was white’.
Problematising teacher identity in
TESOL
Northern Association of Teachers of English to Speakers of Other Languages
Eljee Javier and Richard Fay
LanguageTeacher Education,The University of Manchester
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2. The NarrativeTurn
study of narrative (i.e.
narratology) vs. the narrative
study of e.g. teachers' lives
(narrative inquiry)
the narrative construction of
experience/reality
(Jerome Bruner)
researcher learning
from narratives + narrator's
learning through narration
(Ivor Goodson; also
narrative therapy)
life story vs. life history
(Ivor Goodson)
small stories (Alexandra
Georgakopoulou); critical
incidents; auto/biographical
research; oral history; auto/
ethnography
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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3. "... it is difficult to separate judgements of
people from judgements of language. In
fact, it may always be a matter of identity,
that is to say that when judgements are
elicited about people or about their
language, what is obtained is some view of
the people themselves" (Davies, 2003: 199)
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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4. Identity and ‘nativeness’ in
TESOL
Native-speaker by birth
Native-speaker (or native-speaker like) by being an
exceptional learner
Native-speaker (or native-speaker like) through
education
Native-speaker (or native-speaker like) by being a native
user (post-colonial)
Native-speaker (or native-speaker like) through long
residence in the adopted country (Davies, 2003: 214)
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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5. NESTs and Non-NESTs
"For teaching Germans, a phonetically trained German is
far superior to an untrained Englishman [sic], the latter
being quite unable to communicate his [sic]
knowledge ..." (Henry Sweet, 1884: 595, in A.P.R. Howatt
1984: 183)
native-speakerism - "a language-based form of prejudice
affecting language teachers" (Stephanie Houghton)
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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6. "With reference to some recent postings on
BAALmail, I too am concerned to see that
we are promoting adverts which
discriminate against non-native speaker
teachers of English by inviting applications
from native-speaker teachers only. I hope
that the association is opposed to such
discrimination, and will make the reasons
for our oppositions clear to employers who
seek to advertise through us." (Guy Cook)
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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7. "I agree that a blanket preference for native speakers is
untenable, but it is tricky to enforce across the board.
Does it mean that UK schools cannot ask for French/
German/Spanish 'assistants'? Does it mean that a
European university, for example, cannot ask for an
English 'Lektor'? Does it mean that a language school
or university faculty cannot try to have one native
speaker, as a consultant on a particular variety of
English, as part of their wider English staff? Thought
needs to be given to how we can regulate against
discrimination without unreasonably precluding
choices. Not easy; I don't have the answer...." (Ivor S.)
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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8. FLE Jobs Adverts
e.g. "The person appointed
will ... be a native/near-native
speaker of French"
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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9. Professional narratives of identity
and nativeness
The Galician Aha Moment
Cert.TEFL - eligibility
EFL summer schools
Polish experiences
Recruiting teachers (for Eastern Germany)
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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10. EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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11. Three Stage Methodology
Stage Three:
Restorying
process
Stage One:
Written narratives
Stage Two:
One - to - One Interviews
EljeeJavier,TheUniversityofManchester,2012
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12. How do you see yourself as
a native speaker of English?
Why did you choose to
share this key
incident?
Written Narrative Interview Schedule
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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13. Interview Transcription Restoried Narrative
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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14. Restoried Narrative
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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15. Background
What kinds of information was
shared?
Why would this information be
important?
Delarozier, F. (2010), pg.
EljeeJavierandRichardFay,TheUniversityofManchester,2012
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16. “...native-speakerism is an established
belief that ‘native-speaker’ teachers
represent a ‘Western culture’ from which
spring the ideals of both the English
language and of English language teaching
methodology.” (Holliday 2005: 6).
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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17. Identity and ‘nativeness’ in
TESOL - participant responses
Native-speaker by birth Eljee / Andreas
Native-speaker (or native-speaker like) by being an
exceptional learner Suri/ Li
Native-speaker (or native-speaker like) through
education Suri / Li
Native-speaker (or native-speaker like) by being a native
user (post-colonial) Suri / Li
Native-speaker (or native-speaker like) through long
residence in the adopted country (Davies, 2003: 214) Li
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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18. Critical Incident
What was your reaction to their stories?
How is the content of these stories
similar or different to one another?
How are they similar or different to
your own experiences?
EljeeJavierandRichardFay,TheUniversityofManchester,2012
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19. Further problematising the NS/
NNS binary
✤ ‘Non-native speaker’ label is placed on teachers simply
on the basis of their ‘ethnicity’
✤ Calls into question the non-linguistic aspects associated
with native-speaker model
✤ Who’s worth more? Why?
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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20. Reflections on being a
VEM-NEST
What was your reaction?
In what way do these
teachers pose a challenge to
the NS/NNS binary?
Delarozier, F. (2010), pg. 27
EljeeJavierandRichardFay,TheUniversityofManchester,2012
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21. VEM-NEST GreyAreas
✤ Continued use of ‘western’ identity Eljee / Andreas
✤ using ‘western’ associations to offset negative views of
ethnic background
✤ Identity construction can be strategic Li
✤ positive identities for themselves to give a positive
meaning and value to their ethnic background
✤ Professional skills Suri
✤ focus on being a good teacher as ‘proof’ that ‘someone
like me’ is capable, able and successfulas
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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22. Final thoughts...
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23. http://eljeejavier.com
@eljeejavier
ejavier@me.com
http://
edtechandtesol.info/phd/
frjfay@aol.com
EljeeJavier,andRichardFay,TheUniversityofManchester,2012
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