Exploring nonnative-English-speaking teachers' experiences in teaching English at a United States university

Persistent Link:
http://hdl.handle.net/10150/282909
Title:
Exploring nonnative-English-speaking teachers' experiences in teaching English at a United States university
Author:
Saito, Takaharu
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this dissertation is to examine how nonnative English teachers' identity constructions develop and influence their pedagogy in U.S. higher education. The research on nonnative teachers of English has not adequately explored their identity constructions. This study relied on a phenomenological case study approach that analyzed the lived experience of nonnative English teachers in relation to wider language ideologies and practices. Data were generated from spring 2003 to fall 2003 through phenomenological in-depth interviews, classroom observations, questionnaires, and autobiographical accounts of research participants. The data were primarily analyzed through the use of the constant comparative method. The study reveals that identity construction among nonnative English teachers, with its dynamic and contradictory nature, remains challenging, changing, and growing over time in relations of wider language ideologies and practices. Thus, the findings reject a fixed, unitary, and monolithic view on the identity construction of nonnative English teachers. In terms of the study's practical and pedagogical implications, university programs should know that nonnative English teachers can practice mutual accommodation through which both nonnative English teachers and their students can collaborate in order to improve the learning of English and enrich diversity within U.S. higher education. University programs should also focus more on what nonnative English teachers can do in collaboration with native English teachers. Finally, this study suggests that language educators should explore the role nonnative English teachers play in language pedagogy in an era of the global spread of English that produces highly proficient nonnative English speaking professionals.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Language, Linguistics.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
McCarty, Teresa L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleExploring nonnative-English-speaking teachers' experiences in teaching English at a United States universityen_US
dc.creatorSaito, Takaharuen_US
dc.contributor.authorSaito, Takaharuen_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this dissertation is to examine how nonnative English teachers' identity constructions develop and influence their pedagogy in U.S. higher education. The research on nonnative teachers of English has not adequately explored their identity constructions. This study relied on a phenomenological case study approach that analyzed the lived experience of nonnative English teachers in relation to wider language ideologies and practices. Data were generated from spring 2003 to fall 2003 through phenomenological in-depth interviews, classroom observations, questionnaires, and autobiographical accounts of research participants. The data were primarily analyzed through the use of the constant comparative method. The study reveals that identity construction among nonnative English teachers, with its dynamic and contradictory nature, remains challenging, changing, and growing over time in relations of wider language ideologies and practices. Thus, the findings reject a fixed, unitary, and monolithic view on the identity construction of nonnative English teachers. In terms of the study's practical and pedagogical implications, university programs should know that nonnative English teachers can practice mutual accommodation through which both nonnative English teachers and their students can collaborate in order to improve the learning of English and enrich diversity within U.S. higher education. University programs should also focus more on what nonnative English teachers can do in collaboration with native English teachers. Finally, this study suggests that language educators should explore the role nonnative English teachers play in language pedagogy in an era of the global spread of English that produces highly proficient nonnative English speaking professionals.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectLanguage, Linguistics.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcCarty, Teresa L.en_US
dc.identifier.proquest3205468en_US
dc.identifier.bibrecord.b50288337en_US
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