Uploaded byArdian Setiawan
Ardian ibp presentation_25012012
This document discusses the professional identity of Indonesian English teachers. It notes that while most English teachers worldwide are non-native speakers, they often face discrimination, being viewed as less competent than native English teachers. This discrimination stems from colonial ideologies that position native speakers as the ideal. In Indonesia specifically, non-native English teachers frequently experience prejudice. The study aims to understand how Indonesian English teachers perceive their own professional identities in light of these social and historical factors, drawing on theories of postcolonialism, social identity, and the dialogical self. Semi-structured interviews and focus groups with teachers, students, parents, and other faculty will provide insights into perceptions that shape professional identity. The results could inform teacher training and policies
Ardian ibp presentation_25012012
- 1. The Professional Identityof Indonesian English Teachers Ardian Wahyu Setiawan Dr. Ian Green, Dr. Linda Westphalen & Dr. Cally Guerin
- 2. English and ItsSpeakers • Used in 75 territories in the world (Crystal, 2003) • A lingua franca → about 1.5 billion speakers ± 375 million native speakers • Nonnative-native speakers ratio → 4:1 (Crystal, 2003) • 80% of English teachers in the world: nonnative speakers (Braine, 1999; Canagarajah, 2005; Graddol, 2006)
- 3. Discrimination against NonnativeEnglish Teachers The majority of English teachers → Nonnative speakers (Braine, 1999; Canagarajah, 2005; Graddol, 2006) THEY ARE DISCRIMINATED AGAINST Nonnative English teachers → treated unequally (Amin, 1997; Braine, 1999; Thomas, 1999; Kamhi-Stein, 2000; Mahboob, 2004; Clark & Paran, 2007) Less preferred (Braine, 1999; Thomas, 1999; Kamhi- Stein, 2000; Mahboob, 2004) The discrimination → racial (Amin, 2004; Lee, 2007)
- 4. Native speakers willbe given preference
- 5. It is racial Blonde hair Blue or green eyes?
- 6. What causes? DISCRIMINATION Native English teachers → Ideal teachers Nonnative English teachers → less competent teachers (Kamhi-Stein, 2000; Lee, 2000; McKay, 2002)
- 7. Unequal Views →Why? • The Legacy of Colonialism Colonial discourse → operates → today Affects linguists, applied linguists, and teachers (Pennycook, 1994) English Language Teaching → Images of the speakers • Communicative Language Teaching (CLT) too much emphasis on native competence as its goal (Preston,1989; Berns, 1990)
- 8. Discrimination in Indonesia IT IS PREVALENT
- 9. Discrimination in Indonesia NOT Indonesian?
- 10. Discrimination in Indonesia National school?
- 11. The Professional Identityof Indonesian English Teachers The discrimination → Nonnative English teachers’ identity Identity is socially constructed and contextually related to sociocultural discourse (Duff & Uchida, 1997; Norton, 1997; Varghese, Morgan, Johnston, & Johnson; 2005) Students’ perceptions H Parents’ perceptions O Other subject teachers’ perceptions W Indonesian English teachers’ self-perceptions
- 12. Research on TeacherIdentity 100 Social Science Citation 90 Index – SSCI Journal 80 70 HOWEVER 60 The concept of identity 50 40 30 20 10 not clearly defined (Beijaard, Meijer, & Verloop, 2004; Beauchamp & Thomas, 2009) 0 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008
- 13. Approach EDUCATION Identity → not clearly defined Education (Beijaard, Meijer, & Verloop, 2004; Beauchamp & Thomas, 2009) SOCIAL PSYCHOLOGY Self-concept WHO ARE YOU? WHO AM I? (Vignoles, Schwartz, & Luyckx, 2011) IDENTITY Criticized → ahistorical (Hook, 2005; Okazaki, David, & Abelmann, 2008) Social Postcolonial Psychology POSTCOLONIAL THEORY History, Space, Discourse
- 14. Context • Many educational institutions • Access to data MALANG, INDONESIA
- 15. Theoretical Frameworks • POSTCOLONIALTHEORY How colonial discourse operates; how stereotype works • SOCIAL IDENTITY THEORY How individuals attempt to maintain their identity positively valued / perceived • DIALOGICAL SELF THEORY Individuals have multiple voices; the others are intrinsic part of the self
- 16. POSTCOLONIAL THEORY The Other Questions Homi Bhabha Fixity Cultural – Historical – Racial COLONIAL DISCOURSE STEREOTYPES Fixed stereotypes of nonnative English teachers Stereotype works by using cultural – historical racial differences
- 17. SOCIAL IDENTITY THEORY INGROUP OUTGROUP Social Social Psychological Social Identity Categorization Comparison Distinctiveness Useful concepts: prototypes, psychological distinctiveness What are the prototypes used? How do the teachers perceive their identity?
- 18. SOCIAL IDENTITY THEORY An example: Black is beautiful movement
- 19. SOCIAL IDENTITY THEORY INGROUP OUTGROUP Focus on intergroup behaviour Individual level?
- 20. DIALOGICAL SELF THEORY The Theatre of Metaphor The Multiplicity of the Self The Significant Others Useful concepts: the multiplicity of the self, the significant others
- 21. Methodology Qualitative → Perceptions / Voices An exploratory case study → How and Why 12 students, 5 parents, 5 other subject teachers and 5 English teachers Semi-Structured Interviews (in English and Indonesian) and Focus Group Discussions (students)
- 22. Significance Personal Significance • Researchproblem → Indonesia • Professional background → An Indonesian English teacher Practical Significance • An in-depth understanding → Professional identity • The result → useful for teacher training institutions • Inform the policies → related to Indonesian English teachers Research Significance • Dealing with a problematic issue faced by nonnative English teachers • Addressing the gap → EFL context • Multi dimensional study → Involving multi-groups of participants
- 23.