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METHOD
Context and Participants
As a way of providing different ways of communicating (Ellsworth,
1992) that nonnative speakers can use to address their experiences with
discrimination, marginalization, or oppression without offending or embarrassing native speakers in their classes, a graduate seminar for NNES
professionals was established in 1997 at a large midwestern U.S. university. It aimed to raise both NES and NNES professionals collective consciousness concerning the status of NNES in ELT practice, and to empower NNESs as ELT professionals through their participation in critical
dialogue. The seminar was titled Seminar for Nonnative-EnglishSpeaking Teachers, and it attracted mainly NNES students who were
enrolled in either a masters or doctoral TESOL program. In spring of
2002, however, an NES student, Olivia (pseudonym), decided to join the
seminar.
The seminar was an elective, and met for two and a half hours each
week for 10 weeks. The class comprised 23 graduate students: one NES
and 22 NNESs. The NNES students academic backgrounds were varied,
and included TESOL (M.A. and Ph.D.), drama (Ph.D.), and global education (Ph.D.). I, the researcher and the instructor of the seminar, am a
Japanese female who was interested in issues related to NNES professionals. We used two main texts: Non-Native Educators in English Language
Teaching (Braine, 1999) and The Other Tongue (Kachru, 1992), as well as
selected journal articles (e.g., Cook, 1999) and online materials (e.g.,
Kamhi-Stein, Lee, & Lee, 1999; Matsuda, 1999/2000).
The current study is a single case study of a White American female
student who had 2 years of ESL teaching experience with K12 students,
and who was teaching ESL for adult refugees in a midwestern U.S. city at
the time of the study.
Sources of Data
I chose to use a case study approach to provide holistic and context
sensitive descriptions of a case (Patton, 2001, p. 447; see also Stake,
BRIEF REPORTS AND SUMMARIES
125
2000). The study aimed to describe the world of a native speaker as she
saw it in the context of an NNES seminar. Data for the study were
collected from two sources, which included the instructor and the NES
student, Olivia. The instructor kept a reective journal throughout the
seminar as a participant-observer; and with her permission, a second data
set came from Olivias responses to online interactive dialogues, her nal
class project, and online interviews with the instructor.
Analysis of Data
I analyzed the data using two methods in tandem. One method, which
is based on data reduction and interpretation (Marshall & Rossman,
1989, p. 114), seeks to identify emergent patterns, or themes, which are
then compared with patterns or themes outlined in the extant literature.
The other method entails looking for causal links and/or explanations
(Yin, 1989). To ensure the trustworthiness of the study, I used member
checks, which led me to exchange several e-mail messages with Olivia to
elicit her feedback regarding my analysis and interpretation of the data.
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The quote reveals Olivias disillusionment as an NES professional vis-vis her NNES classmates. Her positive self-image as an ESL teacher was
gravely challenged by what she heard and read in the class. Until she
participated in the NNES seminar, she perceived herself as a sensitive
and empathetic ESL teacher. However, after reading articles that suggested nonnative English teachers could be better role models than
native speakers in some contexts (e.g., EFL contexts), she felt that her
chances to be a good role model for her ESL students were almost
nonexistent.
BRIEF REPORTS AND SUMMARIES
127
In Olivias case, she was caught between the centripetal voice that endorses the native speaker myth and the centrifugal voice that challenges
her role and identity as an NES teacher vis--vis NNES teachers and
encourages her to take action.
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sitioned herself as a role model for other NES professionals and became
an ally of NNESs. She explained:
What can I do as a native speaker to raise awareness among my native
speaker colleagues that nonnative speakers are qualied professionals
and that we should ALL work together. . . . Once I decided to focus on this
question I was in a better position to feel that I merit an important position as an
English language teacher, regardless of my native tongue. I can be a role model by
taking a stand and advocating for the rights of NNESs as deserving respect and
being valued as well-qualied ELT professionals. A good starting point might
be to point out that native English speakers are actually the minority in
the world. (Olivias Final Paper, May 15, 2002, emphasis added)
As this passage shows, Olivia nally seemed to have resolved her inner
conict not only by accepting her NES identity but also by extending
herself to help other NES professionals increase their understandings of
their NNES colleagues.
She further elaborated:
Prior to attending this course, respecting differences seemed to be the
only requirement for establishing impartiality between groups of English
language teachers who have been segregated based on when they learned
Englishas their rst or as an additional language. While it is important
that we respect our differences, staying within the comfort zone that
distinguishes us from them and remaining contentas long as the other
doesnt get in the way of oneselfperpetuates the false notion that our
differences are not mutually benecial. The truth, Ive learned, is that
when both groups collaborate and work together for a common purpose,
the TESOL profession makes strides in terms of promoting strengths on
both sides and begins to see the other as a resource rather than as a
decit model or representation of an unattainable standard. . . . Even as
a native-English-speaking teacher, I will be a role model by advocating for
the rights of all nonnative speaker professionals as an important, vital
and very credible force in the TESOL profession (Thomas, 1999, p. 12).
(Olivias Final Paper, May 15, 2002, emphasis added)
CONCLUSION
By focusing on Olivias experience and her voice in the land of NNES,
the current study explored the trajectory of her identity to better underBRIEF REPORTS AND SUMMARIES
129
stand the identity of an NES professional in relation to her NNES counterparts. The guiding questions were the following: How does a native
speaker situate herself in the community of nonnative speakers? How
does her identity as a native speaker evolve? What kind of imagined
linguistic and professional communities are available to her?
As is often the case for NNES students and professionals, Olivia was
led to question her legitimacy as a community member, lost selfcondence as an ESL professional, and experienced feelings of isolation
and marginalization as a result of being the only native speaker in the
class. However, toward the end of the NNES seminar, she felt that she
could establish her professional legitimacy by being an NES professional
who is also a role model for other NESs who may not understand NNESs
and by being an ally for NNES professionals to bridge the gap between
the two communities. Through classroom readings and discussions,
Olivias identity options expanded. That is, instead of staying within the
framework of the NES/NNES dichotomy, through her personal experience in the NNES seminar, classroom readings, and discussions, Olivia
was able to see herself as well as her NNES classmates as legitimate ELT
professionals. Furthermore, she saw herself as someone who could help
other NES professionals to do the same in order to establish mutually
empowering working relationships between NES and NNES professionals.
Olivias negotiated identity needs to be interpreted within the context
in which she bravely chose to step, one that positioned her as the sole
native speaker surrounded by nonnative speakers. Had she chosen not to
stay in the NNES seminar after the rst class, Olivia might have imagined
her identity differently. With her determination and investment in staying in the land of NNESs, although it was very painful at times, she was
able to gain new insights into the native speaker myth and negotiate her
new identity. One might argue that Olivia is still within the boundaries of
the NS community; however, her discourse at the end of the NNES
seminar clearly indicates
a point of departure of the process of self-consciousness, a process by
which one begins to know that and how the person is political, that [and]
how the subject is specically and materially engendered in its social
conditions and possibilities of existence. (deLauretis, 1986, p. 9)
PEDAGOGICAL IMPLICATIONS
Several pedagogical implications can be drawn from this study. First,
NESs in TESOL programs need to have opportunities to experience
ideological and identity conict both theoretically and personally, much
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like Olivia did. This experience will allow them to imagine themselves
and others as legitimate members of professional communities (Pavlenko, 2003, p. 253). Second, to help both NES and NNES students
venture out of their comfortable communities of practice and imagine
alternative communities, TESOL programs need to incorporate pedagogical interventions such as cross-cultural training and/or cross-lingual
activities (see Cook, 1999) where instructors become the emancipatory
authority (Giroux, 1988, cited by Norton, 2000, p. 145) to facilitate
students transitions into uncharted lands.
ACKNOWLEDGMENTS
I would like to acknowledge Olivia, the participant in my study, for her willingness to
share her story, as well as the two anonymous reviewers, and Soonhyang Kim, Alan
Hirvela, and Karen Newman for their helpful comments and suggestions.
THE AUTHOR
Keiko Samimy is associate professor in foreign and second language education at the
Ohio State University. Her research interests include empowerment of NNES professionals and advanced language learners of less commonly taught languages. Her
publications have appeared in TESOL Quarterly, Modern Language Journal, Language
Learning, and JALT Journal.
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