Exploring Identity of Non-Native Teachers of English through Narratives of their Experience

Magdalena Rostron (Qatar Foundation, Qatar)
Copyright: © 2014 |Pages: 170
EISBN13: 9781466664234|DOI: 10.4018/978-1-4666-5990-2.ch006
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The teaching profession, particularly in the field of TESOL, seems to be in the midst of transition, with teachers facing questions in regard to content, methods, audience, underlying principles, and goals of their teaching and, perhaps most importantly, their own professional identity in and out of the classroom. This chapter explores the issue of teacher identity and position in the fast-changing setting of the Qatari educational system, based on the author's own story as a non-native English-speaking teacher of English in Qatar and incorporating other NNES teachers' narratives. Using interviews and focused analysis of teachers' stories, the author investigates commonalities and contrasts in the way we formulate and practise teaching philosophies, examining how we are/can be teachers, native and non-native alike, in the TESOL landscape of Qatar.
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