Translingual Identity and Professional Legitimacy of Two Western-Educated English Writing Instructors in Taiwan
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| Title: | Translingual Identity and Professional Legitimacy of Two Western-Educated English Writing Instructors in Taiwan |
|---|---|
| Language: | English |
| Authors: | Rae Ping Lin, Ling Shi |
| Source: | Journal of Language, Identity, and Education. 2024 23(1):126-140. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Professional Identity, Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Writing Teachers, Teacher Attitudes, Pragmatics, Native Language, Grammar, College Faculty, Study Abroad, Chinese, Western Civilization, Native Speakers, Universities, Language Attitudes |
| Geographic Terms: | Taiwan |
| DOI: | 10.1080/15348458.2021.1974865 |
| ISSN: | 1534-8458 1532-7701 |
| Abstract: | This interview study takes translingual identity as its theoretical framework and a sociocultural linguistic approach as an analytical tool to examine how two Western-educated Taiwanese professors of English writing (Beth and Nita) construct a translingual professional identity. While Beth presented herself as a competent writing instructor beyond the binary of native- and nonnative-English-speaking teachers (NESTs or NNESTs) to help students develop both descriptive grammar and pragmatic knowledge of how to write, Nita saw herself as superior to not only NESTs for her knowledge in second language (L2) writing but also NNESTs for her teaching of fluency over accuracy. These complex negotiations for a translingual identity and professional legitimacy contribute to our understanding of how translingual identity can be used as a lens to understand Western-educated teachers' identity negotiation in the EFL context beyond the confined categories of NEST and NNEST. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1407163 |
| Database: | ERIC |
| Abstract: | This interview study takes translingual identity as its theoretical framework and a sociocultural linguistic approach as an analytical tool to examine how two Western-educated Taiwanese professors of English writing (Beth and Nita) construct a translingual professional identity. While Beth presented herself as a competent writing instructor beyond the binary of native- and nonnative-English-speaking teachers (NESTs or NNESTs) to help students develop both descriptive grammar and pragmatic knowledge of how to write, Nita saw herself as superior to not only NESTs for her knowledge in second language (L2) writing but also NNESTs for her teaching of fluency over accuracy. These complex negotiations for a translingual identity and professional legitimacy contribute to our understanding of how translingual identity can be used as a lens to understand Western-educated teachers' identity negotiation in the EFL context beyond the confined categories of NEST and NNEST. |
|---|---|
| ISSN: | 1534-8458 1532-7701 |
| DOI: | 10.1080/15348458.2021.1974865 |
