The Experiences of Non-Native English Speaking Teachers and Their Professional Identity Constructions in an ESL Context

Based on the findings that NNES teachers' English competency was deeply related to their professional identity constructions, an implication of the study is that TESOL teacher education programs should provide safe opportunities for NNES teaching assistants and instructors to further develop their English proficiency and classroom language resources through a language improvement component built in their curriculum. Another implication draws attention to the importance of institutional support for NNES teachers in TESOL teacher education programs. Two of the NNES teachers in the present study explicitly mentioned how the supervisor's trust in NNES teachers helped them to view themselves as competent and qualified teachers of English. Given this finding, it is critical that teacher educators show their faith and confidence in NNES teachers as legitimate teachers of English by hiring more NNES teachers for available teaching positions and therefore increase their visibility in the field of TESOL.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary and Continuing Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Choi, Soo Joung

Contributors dc:contributor

• Garcia, Georgia E.

• Education, Bilingual and Multicultural

Language dc:language

eng

Identifier

(MiAaPQ)AAI3301115

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80007