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An Autoethnographic Study of an Asian, Non-Mainstream-English-Speaking Teacher in TESOL: A Transnational and Raciolinguistic Perspective

An Autoethnographic Study of an Asian, Non-Mainstream-English-Speaking Teacher in TESOL: A Transnational and Raciolinguistic Perspective

Zhiwen Song
Copyright: © 2023 |Pages: 18
ISBN13: 9781668472750|ISBN10: 1668472759|ISBN13 Softcover: 9781668472798|EISBN13: 9781668472767
DOI: 10.4018/978-1-6684-7275-0.ch013
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MLA

Song, Zhiwen. "An Autoethnographic Study of an Asian, Non-Mainstream-English-Speaking Teacher in TESOL: A Transnational and Raciolinguistic Perspective." Handbook of Research on Language Teacher Identity, edited by Sviatlana Karpava, IGI Global, 2023, pp. 223-240. https://doi.org/10.4018/978-1-6684-7275-0.ch013

APA

Song, Z. (2023). An Autoethnographic Study of an Asian, Non-Mainstream-English-Speaking Teacher in TESOL: A Transnational and Raciolinguistic Perspective. In S. Karpava (Ed.), Handbook of Research on Language Teacher Identity (pp. 223-240). IGI Global. https://doi.org/10.4018/978-1-6684-7275-0.ch013

Chicago

Song, Zhiwen. "An Autoethnographic Study of an Asian, Non-Mainstream-English-Speaking Teacher in TESOL: A Transnational and Raciolinguistic Perspective." In Handbook of Research on Language Teacher Identity, edited by Sviatlana Karpava, 223-240. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7275-0.ch013

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Abstract

Despite efforts to acknowledge the legitimacy of nonnative English speakers (NNES) in English language education, the unequal treatment of them and the superiority attributed to mainstream-English-speaking teachers from inner circle countries persist. Conceptualized as a dynamic process rather than as a predetermined product, race has been given more visibility in TESOL scholarship to promote anti-racist educational practices. From a raciolinguistic perspective, this study delineates the racialized experiences of an Asian, non-mainstream-English-speaking teacher, and elucidates the shifts in her conceptualization of race, as well as the (re)construction of her identities and ideologies as a teacher. It illuminates how language, race, and other interrelated categories are discursively (un)marked in the racializing process. The chapter concludes with suggestions to promote anti-racism research and to enact socially just practices.

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