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
Huang Oesch, Xiyuan
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https://hdl.handle.net/2142/108330
Description
Title
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
Author(s)
Huang Oesch, Xiyuan
Issue Date
2020-05-07
Director of Research (if dissertation) or Advisor (if thesis)
Witt, Mary A
Doctoral Committee Chair(s)
Witt, Mary A
Committee Member(s)
Hood, Denice W
Huang, David
Pak, Yoon
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Date of Ingest
2020-08-27T00:51:29Z
Keyword(s)
Non-Native English-speaking Teachers
ESL Teachers
East Asian
Non-East Asian
Teacher Identity
Abstract
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.
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