Skip to main content
SpringerLink
Log in

Conceptualizing (Non-)Native Speaker Identity

  • Chapter
  • First Online:
Native and Non-Native English Speaking Teachers in China

  • 1822 Accesses

Abstract

The last few years have seen the appearance of a significant strand of applied linguistics research devoted to the topic of language teacher identity.

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

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
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

References

  • Amin, N. (1997). Race and identity of the nonnative ESL teacher. TESOL Quarterly, 31, 580–583.

    Article  Google Scholar 

  • Amin, N. (2004). Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. In L. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 61–90). Ann Arbor: University of Michigan Press.

    Google Scholar 

  • Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28, 355–372.

    Article  Google Scholar 

  • Appadurai, A. (1990). Disjuncture and difference in the global cultural economy. In M. Featherstone (Ed.), Global culture: Nationalism, globalization and modernity. London: SAGE.

    Google Scholar 

  • Bakhtin, M. M. (1986). The dialogic imagination: Four essays. Texas: University of Texas Press.

    Google Scholar 

  • Barratt, L., & Kontra, E. H. (2000). Native-English-speaking teachers in cultures other than their own. TESOL Journal, 9(3), 19–23.

    Google Scholar 

  • Benke, E., & Medgyes, P. (2005). Differences in teaching behavior between native and non-native speaker teachers: As seen by the learners. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 195–215). New York: Springer.

    Chapter  Google Scholar 

  • Bhabha, H. (1994). The location of culture. London: Routledge.

    Google Scholar 

  • Block, D. (2006). Identity in applied linguistics. In T. Omoniyi & G. White (Eds.), Sociolinguistics of identity (pp. 34–49). London: Contiuum.

    Google Scholar 

  • Braine, G. (Ed.). (1999a). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Braine, G. (1999b). From the periphery to the center: One teacher’s journal. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 15–27). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Braine, G. (1999c). Introduction. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 13–21). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Braine, G. (2005). A history of research on non-native speaker English teachers. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 13–24). New York: Springer.

    Chapter  Google Scholar 

  • Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. New York: Routledge.

    Google Scholar 

  • Bruthiaux, P. (2003). Squaring the circles: Issues in modeling English worldwide. International Journal of Applied Linguistics, 13, 159–178.

    Article  Google Scholar 

  • Butler, Y. (2007). How are nonnative English teachers perceived by young learners? TESOL Quarterly, 41, 731–755.

    Article  Google Scholar 

  • Canagarajah, A. S. (1999a). Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77–92). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Canagarajah, A. S. (1999b). Resisting linguistic imperialism. Oxford: Oxford University Press.

    Google Scholar 

  • Canagarajah, A. S. (2006). TESOL at forty: What are the issues? TESOL Quarterly, 40, 9–32.

    Article  Google Scholar 

  • Cheung, Y. L., & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal, 38, 258–277.

    Google Scholar 

  • Chew, G. P. (2009). Emergent lingua franca and world orders: The politics and place of English as a world language. New York: Routledge.

    Google Scholar 

  • Choe, H. (2005). Negotiation of status of Korean nonnative-English-speaking teachers. (Unpublished doctoral dissertation). Indiana University, Indiana.

    Google Scholar 

  • Choi, S. J. (2007). The experiences of non-native English speaking teachers and their professional identity constructions in an ESL context. (Unpublished doctoral dissertation). University of Illinois, Urbana, Illinois.

    Google Scholar 

  • Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.

    Google Scholar 

  • Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 47–62). New York: Springer.

    Chapter  Google Scholar 

  • Cook, V. (2016). Where is the native speaker now? TESOL Quarterly, 50(1), 186–189.

    Google Scholar 

  • Davies, A. (2006). The native speaker in applied linguistics. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 431–450). Oxford: Blackwell.

    Google Scholar 

  • Dogancay-Aktuna, S. (2008). Non-native English speaking TESOL teacher educators: A profile from Turkey. In S. Dogancay-Aktuna & J. Hardman (Eds.), Global English teaching and teacher education: Praxis and possibility (pp. 52–74). Alexandria, VA: TESOL.

    Google Scholar 

  • Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31, 451–486.

    Article  Google Scholar 

  • Eagleton, T. (1991). Ideology: An introduction. London: Verso.

    Google Scholar 

  • Elliot, A. (1996). Subject to ourselves: Social theory, psychoanalysis and postmodernity. Cambridge: Polity.

    Google Scholar 

  • Ellis, G. (1996). How culturally appropriate is the communicative approach? ELT Journal, 50, 213–218.

    Article  Google Scholar 

  • Filippakou, O. (2011). The idea of quality in higher education: A conceptual approach. Discourse: Studies in the Cultural Politics of Education, 32, 15–28.

    Google Scholar 

  • Foucault, M. (1982). The archaeology of knowledge, and the discourse on language. New York: Pantheon Books.

    Google Scholar 

  • Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Cambridge: Polity.

    Google Scholar 

  • Giles, H., & Johnson, P. (1981). The role of language in ethnic group formation. In J. C. Turner & H. Giles (Eds.), Intergroup behavior (pp. 199–243). Oxford: Basil Blackwell.

    Google Scholar 

  • Giles, H., & Johnson, P. (1987). Ethnolinguistic identity theory: A social psychological approach to language maintenance. International Journal of the Sociology of Language, 68, 69–99.

    Google Scholar 

  • Golombek, P., & Jordan, S. R. (2005). Becoming “black lamb” not “parrots”: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39, 513–533.

    Article  Google Scholar 

  • Graddol, D. (1999). The decline of the native speaker. AILA Review, 13, 57–68.

    Google Scholar 

  • Heller, M. (1987). The role of language in the formation of ethnic identity. In J. E. Phinney & M. Rotheram (Eds.), Children's ethnic socialization (pp. 180–200). Newbury Park, CA: SAGE.

    Google Scholar 

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

    Google Scholar 

  • Holliday, A. (2006). Key concepts in ELT: Native-speakerism. ELT Journal, 60, 385–387.

    Article  Google Scholar 

  • Holliday, A. (2009). The role of culture in English language teaching: Key challenges. Language and International Communication, 9, 144–155.

    Google Scholar 

  • House, J. (2003). English as a lingua franca: A threat to multilingualism? Journal of Sociolinguistics, 7, 556–578.

    Article  Google Scholar 

  • Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press.

    Google Scholar 

  • Hudson, R. A. (1986). Sociolinguistics. Cambridge: Cambridge University Press.

    Google Scholar 

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

    Google Scholar 

  • Jenkins, J. (2003). World Englishes. London: Routledge.

    Google Scholar 

  • Jenkins, J. (2009). Exploring attitudes towards English as a lingua franca in the East Asian context. In K. Murata & J. Jenkins (Eds.), Global Englishes in Asian contexts (pp. 40–58). UK: Palgrave MacMillan.

    Chapter  Google Scholar 

  • Johnson, D. M. (1992). Approaches to research in second language learning. New York: Longman.

    Google Scholar 

  • Kachru, B. B. (Ed.). (1982). The other tongue. Chicago: Illinois University Press.

    Google Scholar 

  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literature (pp. 217–242). Cambridge: Cambridge University Press.

    Google Scholar 

  • Kachru, B. B. (1988). The sacred cows of English. English Today, 16(1), 3–8.

    Article  Google Scholar 

  • Kachru, B. B. (1992). Teaching World Englishes. In B. B. Kachru (Ed.), The other tongue: English across cultures (2nd ed., pp. 355–366). Chicago: Illinois University Press.

    Google Scholar 

  • Kelch, K., & Santana-Williomson, E. (2002). ESL students’attitudes toward native- and nonnative-speaking instructors’ accent. The CATESOL Journal, 14, 57–72.

    Google Scholar 

  • Kirkpatrick, A. (2007). World Englishes. Cambridge: Cambridge University Press.

    Google Scholar 

  • Kramsch, C. (1995). The privilege of the non-native speaker. Paper presented at the Annual Convention of Teachers of English to Speakers of Other Languages. Long Beach, CA.

    Google Scholar 

  • Layder, D. (1997). Modern social theory: Key debates and new directions. London: Routledge.

    Google Scholar 

  • Li, D. C. S. (2009). Towards “biliteracy and trilingualism” in Hong Kong (SAR): Problems, dilemmas, and stakeholders’ view. AILA Review, 22, 72–84.

    Article  Google Scholar 

  • Liu, J. (1999). From their own perceptive: The impact of non-native ESL professionals on their students. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 159–176). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Liu, J. (2005). Chinese graduate teaching assistants teaching freshmen composition to native English-speaking students. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 155–177). New York: Springer.

    Chapter  Google Scholar 

  • Llurda, E. (2004). Non-native-speaker teachers and English as an international language. International Journal of Applied Linguistics, 14, 314–323.

    Article  Google Scholar 

  • Llurda, E., & Huguet, A. (2003). Self-awareness in NNS EFL primary and secondary school teachers. Language Awareness, 12, 220–233.

    Article  Google Scholar 

  • Lu, Y. H. (2005). Stories of teacher identity: A narrative inquiry into East Asian ESL teachers’ lives. (Unpublished doctoral dissertation). University of Maryland, Maryland.

    Google Scholar 

  • Ma, L. P. F. (2012). Advantages and disadvantages of native- and non-native-English-speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46, 280–300.

    Article  Google Scholar 

  • Mahboob, A. (2003). Status of nonnative English-speaking teachers in the United States. (Unpublished doctoral dissertation). Indiana University, Bloomington, IN.

    Google Scholar 

  • Mathews, G. (2000). Global culture/individual identity: Searching for a home in the cultural supermarket. London: Routledge.

    Book  Google Scholar 

  • McLellan, D. (1986). Ideology. Milton Keynes, UK: Open University Press.

    Google Scholar 

  • Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46, 340–349.

    Article  Google Scholar 

  • Medgyes, P. (1994). The non-native teacher. London: MacMillan.

    Google Scholar 

  • Menard-Warwick, J. (2005). Both a fiction and existential fact: Theorizing identity in second language acquisition and literacy studies. Linguistics and Education, 16, 253–274.

    Article  Google Scholar 

  • Modiano, M. (1999). International English in the global village. English Today, 15(2), 22–34.

    Article  Google Scholar 

  • Modiano, M. (2001). Ideology and the ELT practitioner. International Journal of Applied Linguistics, 11, 159–173.

    Article  Google Scholar 

  • Modiano, M. (2005). Cultural studies, foreign language teaching and learning practices, and the NNS practitioner. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 25–43). New York: Springer.

    Google Scholar 

  • Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 4, 315–340.

    Google Scholar 

  • Murata, K., & Jenkins, J. (Eds.). (2009). Global Englishes in Asian contexts. UK: Palgrave MacMillan.

    Google Scholar 

  • Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31, 409–429.

    Article  Google Scholar 

  • Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9–31.

    Article  Google Scholar 

  • Norton, B. (2016). Identity and language learning: Back to the future. TESOL Quarterly, 50, 475–479.

    Article  Google Scholar 

  • Ochs, E. (1993). Constructing social identity: A language socialization perspective. Research on Language and Social Interaction, 26, 287–306.

    Google Scholar 

  • Omoniyi, T. (2004). The sociolinguistics of borderlands: Two Nations, one Community. Trenton, NJ: Africa World Press.

    Google Scholar 

  • Omoniyi, T. (2006). Hierarchy of identities. In T. Omoniyi & G. White (Eds.), Sociolinguistics of identity (pp. 11–33). London: Contiuum.

    Google Scholar 

  • Papastergiadis, N. (2000). The turbulence of migration. Cambridge: Polity.

    Google Scholar 

  • Pavlenko, A., & Blackledge, A. (Eds.). (2004). Negotiation of identities in multilingual settings. Clevedon: Multilingual Matters.

    Google Scholar 

  • Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23, 589–617.

    Article  Google Scholar 

  • Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.

    Google Scholar 

  • Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Pennycook, A. (2009). Plurilithic Englishes: Towards a 3D model. In K. Murata & J. Jenkins (Eds.), Global Englishes in Asian contexts (pp. 194–207). UK: Palgrave MacMillan.

    Chapter  Google Scholar 

  • Phillipson, R. (1988). Linguicism: Structures and ideologies in linguistics imperialism. In J. Cummins & T. Skuttnab-Kangas (Eds.), Minority education: From shame to struggle (pp. 339–358). Avon: Multilingual Matters.

    Google Scholar 

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

    Google Scholar 

  • Plakan, B. (1997). Undergraduates’ experiences with and attitudes toward international teaching assistants. TESOL Quarterly, 31, 95–119.

    Article  Google Scholar 

  • Rajagopalan, K. (1997). Linguistics and the myth of nativity: Comments on the controversy over “new/non-native” Englishes. Journal of Pragmatics, 27, 225–231.

    Article  Google Scholar 

  • Rajagopalan, K. (2004). The concept of “world English” and its implication for ELT. ELT Journal, 58, 111–117.

    Article  Google Scholar 

  • Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation and inheritance. ELT Journal, 44, 97–101.

    Article  Google Scholar 

  • Reis, D. S. (2010). Non-native English-speaking teacher and professional legitimacy: A sociocultural theoretical perspective in identity realization. (Unpublished doctoral dissertation). The Pennsylvania state University, Pennsylvania.

    Google Scholar 

  • Reis, D. S. (2011). Non-native English-speaking teachers (NNESTs) and professional legitimacy: A sociocultural theoretical perspective on identity transformation. International Journal of Sociology of Language, 208, 139–160.

    Google Scholar 

  • Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teachers’ self-image: An international survey. System, 22, 353–367.

    Article  Google Scholar 

  • Rubdy, R., & Saraceni, M. (2006a). Introduction. In R. Rubdy, & M. Saracani (Eds.), English in the world: Global rules, global roles (pp. 5–16). London: Continuum.

    Google Scholar 

  • Rubdy, R., & Saraceni, M. (Eds.). (2006b). English in the world: Global rules, global roles. London: Continuum F.

    Google Scholar 

  • Samimy, M. (1997). A review on “The non-native teacher”. TESOL Quarterly, 31, 815–817.

    Article  Google Scholar 

  • Samimy, M., & Brutt-Griffler, J. (1999). To be a native or non-native speaker: Perception of ‘non-native’ students in a graduate TESOL program. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 127–144). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Saxena, M. (2009). Construction & deconstruction of linguistic otherness: Conflicts & cooperative code-switching in (English/) bilingual classrooms. English Teaching: Practice and Critique, 8, 167–187.

    Google Scholar 

  • Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11, 133–158.

    Article  Google Scholar 

  • Tajfel, H. (1974). Social identity and intergroup behavior. Social Science Information, 13, 65–93.

    Article  Google Scholar 

  • Tajfel, H. (1981). Social stereotypes and social groups. In J. C. Turner & H. Giles (Eds.), Intergroup behavior (pp. 144–167). Oxford: Basil Blackwell.

    Google Scholar 

  • Tang, C. (1997). On the power and status of non-native ESL teachers. TESOL Quarterly, 31, 577–580.

    Article  Google Scholar 

  • Van Dijk, T. (1998). Ideology: A multidisciplinary approach. London: SAGE.

    Google Scholar 

  • Van Gennep, A. (1960). The rites of passage. Chicago: University of Chicago Press.

    Google Scholar 

  • Varghese, M., Morgan, B., Joshson, B., & Jonhson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4, 21–44.

    Article  Google Scholar 

  • Weedon, C. (1987). Feminist practice and poststructuralist theory. New York: Basil Blackwell.

    Google Scholar 

  • Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed.). New York: Basil Blackwell.

    Google Scholar 

  • Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Shanghai Normal University, Shanghai, China

    Zheng Huang

Authors
  1. Zheng Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Singapore Pte Ltd. and Shanghai Jiao Tong University Press

About this chapter

Cite this chapter

Huang, Z. (2018). Conceptualizing (Non-)Native Speaker Identity. In: Native and Non-Native English Speaking Teachers in China. Springer, Singapore. https://doi.org/10.1007/978-981-10-5284-2_2

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-5284-2_2

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-5283-5

  • Online ISBN: 978-981-10-5284-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation