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An English Teacher Struggle to Establish Voice in the Periphery

Author(s): Nugrahenny T. Zacharias

Journal: K@ta : a Biannual Publication on the Study of Language and Literature
ISSN 1411-2639

Volume: 13;
Issue: 1;
Start page: 64;
Date: 2011;
Original page

Keywords: non-native teachers | identity fastening | teachers in the periphery | critical consciousness

This paper explores my identity formation and the struggle to establish voice as a non-native teacher working in the periphery. While publication on non-native speakers’ struggle into academia has been growing in the West, such publication is rare in the periphery where I have been working as an English language teacher for the last seven years. My personal reflection has shown that similar to their non-native colleagues working in the Center, non-native teachers also experienced marginalization that have fostered a perception that their nono-nativeness is a drawback. This leads to an identity of the non-native teacher s into a producer of errors and second-rate citizens despite years of learning English. From this personal narrative, I learned that it is crucial for teacher education programs to address issues of native/non-natives as an attempt to unfasten destructive identity constructions that non-native speakers are accustomed to.
Affiliate Program     

Tango Jona
Tangokurs Rapperswil-Jona