{"title":"Being native and being foreign","authors":"Harumi Minagawa, Dallas Nesbitt","doi":"10.1075/aral.19059.min","DOIUrl":null,"url":null,"abstract":"\n \n Pennington and Richards (2016) argue that if the medium of instruction (MOI) is\n not the native language of the instructor, lack of proficiency in the MOI could bring about a lack of confidence. This study inquired how\n native Japanese as a Foreign Language (JFL) teachers at tertiary institutions in New Zealand and Australia perceive their English\n proficiency, how it influences their linguistic identity, and how the fact that they are native speakers of the target language influences\n their linguistic identity. Based on responses from an online questionnaire with more than 50 respondents as well as 12 follow-up individual\n interviews, this study argues that their linguistic identity is not narrowly conceived around their non-nativeness in English and nativeness\n in Japanese, but constructed from more multi-faceted aspects of language teacher identity formation, especially by factors pertinent to the\n very nature of the tertiary teaching environment in these countries.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2020-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Review of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/aral.19059.min","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
Pennington and Richards (2016) argue that if the medium of instruction (MOI) is
not the native language of the instructor, lack of proficiency in the MOI could bring about a lack of confidence. This study inquired how
native Japanese as a Foreign Language (JFL) teachers at tertiary institutions in New Zealand and Australia perceive their English
proficiency, how it influences their linguistic identity, and how the fact that they are native speakers of the target language influences
their linguistic identity. Based on responses from an online questionnaire with more than 50 respondents as well as 12 follow-up individual
interviews, this study argues that their linguistic identity is not narrowly conceived around their non-nativeness in English and nativeness
in Japanese, but constructed from more multi-faceted aspects of language teacher identity formation, especially by factors pertinent to the
very nature of the tertiary teaching environment in these countries.
期刊介绍：
The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
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