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The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future./
Author:	Lee, Soo Min.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	272 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13879859
ISBN:	9781392138267

The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future.
Lee, Soo Min.

The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 272 p.

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (Ed.D.)--Alliant International University, 2019.

This item must not be sold to any third party vendors.

This study explored the identity constructions and negotiations of nonnative English-speaking (NNES) TESOL professionals using past, present, and future timelines. The present study is a qualitative research design, using a life history inquiry to look into the lives and experiences of the participants. Data was collected from seven NNES TESOL professionals through autobiographical essay, semi-structured individual interviews, and field notes as main instruments. The seven participants included the researcher-participant, who provided only her autobiographical essay. The seven participants shed light on their teacher identities, teaching philosophies, and native English-speaker (NES) and NNES construct by sharing their stories and perspectives on their early schooling, EFL teaching, U.S. TESOL educational journey, U.S. TESOL professional journey, and future possibilities.Research findings were classified into individual profiles and major themes and sub-themes were extracted from narrative profiles. Each participant’s individual profiles were described based on four contributory research questions. The results of this study have potential implications to TESOL. First, TESOL professional identity formation and negotiation is complex in nature; indeed, it is contextual, interrelating, transformational, and reflective of the context. Second, utilizing professional autobiographies in TESOL graduate programs will enable TESOL students to understand their identity constructions and negotiations prior to entrance into TESOL programs. Third, the results can provide guidance to classroom teachers. Teachers can empower ESL students by emphasizing intelligibility, viewing English as an international language.

ISBN: 9781392138267Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Accent

The Journeys of Nonnative English-Speaking TESOL Professionals in the United States: At the Crossroads of Past, Present, and Future.
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520 $a This study explored the identity constructions and negotiations of nonnative English-speaking (NNES) TESOL professionals using past, present, and future timelines. The present study is a qualitative research design, using a life history inquiry to look into the lives and experiences of the participants. Data was collected from seven NNES TESOL professionals through autobiographical essay, semi-structured individual interviews, and field notes as main instruments. The seven participants included the researcher-participant, who provided only her autobiographical essay. The seven participants shed light on their teacher identities, teaching philosophies, and native English-speaker (NES) and NNES construct by sharing their stories and perspectives on their early schooling, EFL teaching, U.S. TESOL educational journey, U.S. TESOL professional journey, and future possibilities.Research findings were classified into individual profiles and major themes and sub-themes were extracted from narrative profiles. Each participant’s individual profiles were described based on four contributory research questions. The results of this study have potential implications to TESOL. First, TESOL professional identity formation and negotiation is complex in nature; indeed, it is contextual, interrelating, transformational, and reflective of the context. Second, utilizing professional autobiographies in TESOL graduate programs will enable TESOL students to understand their identity constructions and negotiations prior to entrance into TESOL programs. Third, the results can provide guidance to classroom teachers. Teachers can empower ESL students by emphasizing intelligibility, viewing English as an international language.
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