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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
FullText Text:
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  Data: Translingual Identity and Professional Legitimacy of Two Western-Educated English Writing Instructors in Taiwan
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  Data: <searchLink fieldCode="AR" term="%22Rae+Ping+Lin%22">Rae Ping Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Ling+Shi%22">Ling Shi</searchLink>
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Teachers%22">Writing Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Pragmatics%22">Pragmatics</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Abroad%22">Study Abroad</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Western+Civilization%22">Western Civilization</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Speakers%22">Native Speakers</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink>
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– Name: Abstract
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  Data: 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.
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      – TitleFull: Translingual Identity and Professional Legitimacy of Two Western-Educated English Writing Instructors in Taiwan
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