Skip to main content

“What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Profession

  • Chapter
  • First Online:
Criticality, Teacher Identity, and (In)equity in English Language Teaching

Part of the book series: Educational Linguistics ((EDUL,volume 35))

Abstract

This autoethnographic writing explores the changing phases of the author’s (re)construction of selves within the English Language Teaching (ELT) profession and industry (along with its labeling games). The paper discusses phases of identity (re)construction in relation to the labeling practice in ELT industry, particularly the “native” and “non-native” labels, and how the author was engaged in dialogue, and struggled in the process of (re)learning her professional realities and identities. In this paper, she presents several reflective accounts of interacting with and responding to labels that she came across, and/or were attached to her, in her teaching work and life in three different contexts (Indonesia, Australia, and Thailand). The accounts discuss her ways of coping and living with competing TESOL pedagogies, ideologies and realities. This process of (re)learning her professional realities, brought her to new understanding and the re-inventing of her professional self, as she struggles to move beyond the confinement of labels in the ELT industry.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Alsagoff, L. (2012). Identity and the EIL learner. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 104–122). New York/London: Routledge.

    Google Scholar 

  • Bakhtin, M. (1981). The dialogical imagination (M. Holquist, Ed., C. Emerson, & M. Holquist, Trans.). Austin: University of Texas Press.

    Google Scholar 

  • Bell, A. (2007). Style in dialogue: Bakhtin and sociolinguistic theory. In R. Bayley & C. Lucas (Eds.), Sociolinguistic variation: Theories, methods, and applications. Cambridge: Cambridge University Press.

    Google Scholar 

  • Britzman, D. B. (2003). Practice makes practice: A critical study of learning to teach. (Revised ed.). New York/Albany: State University of New York.

    Google Scholar 

  • Cook, V. (2001). Second language learning and language teaching. London: Arnold.

    Google Scholar 

  • Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476–490.

    Article  Google Scholar 

  • Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.

    Google Scholar 

  • Ellis, C. E., & Adams, T. E. (2014). The purposes, practices, and principles of autoethnographic research. In P. Leavy (Ed.), The Oxford handbook of qualitative research (pp. 254–276). New York: Oxford University Press.

    Google Scholar 

  • Freire, P. (1993). Pedagogy of the oppressed (New revised 20th-Anniversary edition). New York: Continuum.

    Google Scholar 

  • Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University.

    Google Scholar 

  • Holliday, A. (2015). Native-speakerism: Taking the concept forward and achieving cultural belief. In A. Swan, P. Aboshiha, & A. Holliday (Eds.), (En)countering native-speakerism: Global perspectives (pp. 11–23). New York: Palgrave Macmillan.

    Google Scholar 

  • Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.

    Google Scholar 

  • Kubota, R. (2012). The politics of EIL: Toward border-crossing communication in and beyond English. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 55–69). Bristol: Multilingual Matters.

    Google Scholar 

  • Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377.

    Article  Google Scholar 

  • Manara, C. (2014a). Intercultural dialogue in English language teaching: Multilingual teacher educator’s narrative of professional learning. Newcastle Upon Tyne: Cambridge Scholars Publishing.

    Google Scholar 

  • Manara, C. (2014b). “So what do you want us to do?”: A critical reflection of teaching English as an international language in an Australian context. In R. Marlina & R. Giri (Eds.), The pedagogy of English as an international language: Perspectives from scholars, teachers, and students (pp. 189–202). Cham: Springer.

    Google Scholar 

  • Norton, B. (2010). Language and identity. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 370–397). Bristol: Multilingual Matters.

    Google Scholar 

  • Oral, Y. (2015). The challenge of native-speakerism in ELT: Labeling and categorizing. In A. Swan, P. Aboshiha, & A. Holliday (Eds.), (En)countering native-speakerism: Global perspectives (pp. 93–108). New York: Palgrave Macmillan.

    Google Scholar 

  • Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press

    Google Scholar 

  • Reis, D. S. (2009). NEST-NNEST collaboration: Does it reinforce a misleading dichotomy?, TESOL NNEST Newsletter, 11(11). Retrieved from: http://tinyurl.comnnest11

  • Rudolph, N. (2012). Borderlands and border crossing: Japanese professors of English and the negotiation of translinguistic and transcultural identity. Unpublished doctoral dissertation. University of Maryland, College Park.

    Google Scholar 

  • Rudolph, N., Selvi, A., & Yazan, B. (2015). Conceptualizing and confronting inequity: Approaches within and new directions for the “NNEST movement”. Critical Inquiry in Language Studies, 12(1), 27–50.

    Article  Google Scholar 

  • Wall, S. (2008). Easier said than done: Writing an autoethnography. International Journal of Qualitative Methods, 7(1), 38–53.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Manara, C. (2018). “What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Profession. In: Yazan, B., Rudolph, N. (eds) Criticality, Teacher Identity, and (In)equity in English Language Teaching . Educational Linguistics, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-319-72920-6_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-72920-6_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-72919-0

  • Online ISBN: 978-3-319-72920-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics