國立虎尾科技大學 |

Black Teachers of English in South Korea.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Black Teachers of English in South Korea./
作者:	Charles, Quanisha D.
面頁冊數:	1 online resource (230 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369724790

Black Teachers of English in South Korea.
Charles, Quanisha D.

Black Teachers of English in South Korea. - 1 online resource (230 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This study used narrative inquiry as a methodological tool and Critical Race Theory (CRT) as a lens to examine how the term native English speaker (NES) is socially constructed when subscribed by Black teachers of English (BTE) in South Korea. In addition to examining how Black teachers of English interpret the term native English speaker, this study also analyzed how being a native English speaker influences pedagogical approaches in the classroom and teachers' identity as an English Language Teaching (ELT) professional. As a critical qualitative inquiry, this study aimed to examine the teaching experiences of five BTE in South Korea and how such experiences have shaped their pedagogy. Data collection consisted of the use of audio-recording, questionnaire surveys, and Skype interviews.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369724790Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Black Teachers of English in South Korea.
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245 1 0 $a Black Teachers of English in South Korea.
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300 $a 1 online resource (230 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Gloria Park.
502 $a Thesis (Ph.D.) $c Indiana University of Pennsylvania $d 2017.
504 $a Includes bibliographical references
520 $a This study used narrative inquiry as a methodological tool and Critical Race Theory (CRT) as a lens to examine how the term native English speaker (NES) is socially constructed when subscribed by Black teachers of English (BTE) in South Korea. In addition to examining how Black teachers of English interpret the term native English speaker, this study also analyzed how being a native English speaker influences pedagogical approaches in the classroom and teachers' identity as an English Language Teaching (ELT) professional. As a critical qualitative inquiry, this study aimed to examine the teaching experiences of five BTE in South Korea and how such experiences have shaped their pedagogy. Data collection consisted of the use of audio-recording, questionnaire surveys, and Skype interviews.
520 $a Teaching strategies implemented by Black teachers of English may be witnessed by other teachers of English as an inspirational guidance for teaching the English language in the South Korean context and around the world; it also taps into aspects of race influencing how the English language is taught and learned. The implications and research outcome for this study were to: 1) provide academe visibility and awareness of Black teachers of English working around the globe, particularly in South Korea, as NES; 2) understand ways in which the term NES gets socially constructed when subscribed by BTE; and 3) contribute scholarship to the field of TESOL by elucidating the perceived teaching experiences of BTE.
520 $a Research showed that participants often verbalized promoting cultural awareness and bringing real-life experiences into the classroom, rather than the need to focus on prescriptive grammar. Moreover, these five participants recognized that as NES they were cultural ambassadors of their race as Black teachers and of their culture as Americans. Additional implications pertaining to English language teaching hiring practices and future research centered on BTE in South Korea were addressed as well. Lastly, I concluded this research study by providing concluding reflections of my current thoughts as an educator and scholar, in hopes that this dissertation truly inspires those who feel that they have been underrepresented and/or misrepresented within the paradigm of TESOL.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Education policy. $3 1107727
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710 2 $a Indiana University of Pennsylvania. $b English. $3 1148429
773 0 $t Dissertation Abstracts International $g 78-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10268917 $z click for full text (PQDT)