Welcome to the InfoSci Platform
Overcoming Racism and Discrimination: Experiences of Vietnamese ESL Teachers in Canada

Overcoming Racism and Discrimination: Experiences of Vietnamese ESL Teachers in Canada

Elena Tran, Thu Thi-Kim Le
Copyright: © 2024 |Pages: 21
ISBN13: 9781668490297|ISBN10: 1668490293|ISBN13 Softcover: 9781668490334|EISBN13: 9781668490303
DOI: 10.4018/978-1-6684-9029-7.ch003
Cite Chapter Cite Chapter

MLA

Tran, Elena, and Thu Thi-Kim Le. "Overcoming Racism and Discrimination: Experiences of Vietnamese ESL Teachers in Canada." Interrogating Race and Racism in Postsecondary Language Classrooms, edited by Xiangying Huo and Clayton Smith, IGI Global, 2024, pp. 52-72. https://doi.org/10.4018/978-1-6684-9029-7.ch003

APA

Tran, E. & Le, T. T. (2024). Overcoming Racism and Discrimination: Experiences of Vietnamese ESL Teachers in Canada. In X. Huo & C. Smith (Eds.), Interrogating Race and Racism in Postsecondary Language Classrooms (pp. 52-72). IGI Global. https://doi.org/10.4018/978-1-6684-9029-7.ch003

Chicago

Tran, Elena, and Thu Thi-Kim Le. "Overcoming Racism and Discrimination: Experiences of Vietnamese ESL Teachers in Canada." In Interrogating Race and Racism in Postsecondary Language Classrooms, edited by Xiangying Huo and Clayton Smith, 52-72. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-9029-7.ch003

Export Reference

Mendeley
Favorite

Abstract

Although the global workforce becomes increasingly diverse, many minority groups are still standing in the path of multiple forms of exclusion. Among them are the non-White and non-native English-speaking teachers who are striving to prove their credentials and secure their careers throughout the world. The purpose of this paper is to examine the challenges faced by two Vietnamese ESL teachers pursuing their careers in Ontario, Canada. The researchers utilized a collaborative autoethnography approach developed by Ngunjiri et al. (2010) to share and analyze their experiences. This involved four key steps: preliminary data collection, subsequent data collection, data analysis and interpretation, and report writing. Through this iterative process, they engaged in both individual and team activities, revisiting previous steps to enhance data collection, analysis, or interpretation as needed. The findings revealed the unique obstacles that they encountered from various sources, including society, schools, students, and native-speaking colleagues. These challenges encompassed systemic discrimination against minority Asian professionals when recrediting their credentials, marginalizing the hiring process and being treated as outsiders within the field. By amplifying their unheard voices, the researchers aim to contribute to a more inclusive and equitable English as a Second Language (ESL) industry in Ontario.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.