East Asian and non-East Asian non-native English-speaking teachers’ navigation of identity and experiences as ESL teachers in the U.S. public school system

Prior research has shown that professional identity formation is more difficult for NNESTs than NESTs because they face challenges in the form of the native speaker fallacy, microaggressions, and self-doubt. This paper shares the results of a qualitative analysis of three East Asian and three non-East Asian non-native English-speaking ESL teachers to understand how appearance, culture, language, and ethnicity impacted their experience of navigating their professional identities within the U.S. school system.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2020

Author dc:creator

• Huang Oesch, Xiyuan

Contributors dc:contributor

• Witt, Mary A
• Hood, Denice W
• Huang, David
• Pak, Yoon

• Non-Native English-speaking Teachers
• ESL Teachers
• East Asian
• Non-East Asian
• Teacher Identity

Statement dc:rights

• Copyright 2020 Xiyuan Huang Oesch

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/108330

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/108330