Non-native English-speaking teachers (NNESTs) and professional legitimacy: a sociocultural theoretical perspective on identity transformation

摘要: How do non-native English-speaking teachers (NNESTs) establish their legitimacy as credible, qualified instructors in the contexts where they teach vis-a-vis native speaker (NS) myth (Phillipson, Linguistic imperialism, Oxford University Press, 1992)? Using Vygotskian Sociocultural Theory (Vygotsky and Cole, Mind society: development of higher psychological processes, Harvard 1978; Wertsch, Vygotsky social formation mind, 1985), this paper traces an ESL writing teacher's professional identity explores how his beliefs attitudes regards to NS are connected with instructional practices. Based primarily on classroom observations, interviews, a dialogic journal between researcher teacher, I argue that process challenging negotiating legitimate, qualified, confident though complex, is largely understudied. In order address gap literature, study shows participant, teacher graduate-level course, went from being “blind believer” it, attempting empower own students expert speakers users language. Nonetheless, toward remained ambivalent contradictory. analysis presented, offer some implications for second language education.