“I Am Never Afraid of Being Recognized as an NNES”: One Teacher's Journey in Claiming and Embracing Her Nonnative-Speaker Identity

By G. Park. 2012

237 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e6d8033be4e5a1533aa142fe824c3b9c7741d1c2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Philip Hiver
2. Z. Dörnyei
3. Yueting Xu
4. Mostafa Papi
5. Ali H. Al-Hoorie
6. E. Ushioda
7. M. Pawlak
8. Y. Teimouri

In Literature and Literary Theory

1. Philip Hiver
2. Z. Dörnyei
3. Yueting Xu
4. Mostafa Papi
5. E. Ushioda
6. Alastair Henry
7. Ali H. Al-Hoorie
8. Y. Teimouri

Citations in the corpus

• Language Teacher Immunity: A Double-Edged Sword (2015, background): “…challenges, and many L2 teachers, particularly those who work in the K-12 sector where English is a core curriculum subject, confront institutional constraints and conflicts that have a marginalizing or disempowering effect (Holliday 2005; Benesch 2012; Park 2012; Shin 2012; Gu and Benson 2014).”
• Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction (2014, background): “These studies explore how the dichotomy of native-speakers (NS) / non-native-speakers (NNS) has saddled NNS teachers with feelings of inferiority, thus prompting them to question their competence as legitimate language education professionals (Jenkins, 2005; Park, 2012; Pavlenko, 2003).”