382
Views
4
CrossRef citations to date
0
Altmetric
Research Article

Identity and belonging among racialised migrant teachers of English in Thailand

ORCID Icon &
Received 11 Jan 2022, Accepted 21 Feb 2022, Published online: 04 Mar 2022

References

  • Anderson, B. 2006. Imagined communities: Reflections on the origin and spread of nationalism. Verso.
  • Aneja, G. A. 2016. “(Non) Native Speakered: Rethinking (non) Nativeness and Teacher Identity in TESOL Teacher Education.” Tesol Quarterly 50 (3): 572–596.
  • Appleby, R. 2013. “Desire in Translation: White Masculinity and TESOL.” TESOL Quarterly 47 (1): 122–147.
  • Appleton, S., A. Sives, and W. J. Morgan. 2006. “The Impact of International Teacher Migration on Schooling in Developing Countries—the Case of Southern Africa.” Globalisation, Societies and Education 4 (1): 121–142.
  • Aslan, E., and A. S. Thompson. 2016. “Native and non-Native Speaker Teachers: Contextualizing Perceived Differences in the Turkish EFL Setting.” LIF–Language in Focus Journal 2 (1): 87–102.
  • Bakhtin, M. M. 1981. The Dialogic Imagination: Four Essays. Austin: University of Texas Press.
  • Boe, E. E., L. H. Cook, and R. J. Sunderland. 2008. “Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration.” Exceptional Children 75 (1): 7–31.
  • Bourdieu, P. 1984. Distinction: A Social Critique of the Judgement of Taste. London: Routledge.
  • Bourdieu, P. 1986. “The Forms of Capital.” In Handbook of Theory and Research for the Sociology of Education, edited by John G. Richardson, 241–258. New York: Greenwood.
  • Bourdieu, P. 1993. The Field of Cultural Production. New York: Columbia University Press.
  • Brown, B., and S. Schulze. 2007. “Teacher Migration to Botswana: Causes and Implications for Human Resources Management in Education.” Africa Education Review 4 (2): 1–25.
  • Chandler, D., and J. Reid. 2016. The Neoliberal Subject: Resilience, Adaptation and Vulnerability. London: Rowman & Littlefield.
  • Choi, L. J. 2016. “Revisiting the Issue of Native Speakerism: ‘i Don't Want to Speak Like a Native Speaker of English’.” Language and Education 30 (1): 72–85.
  • Chun, S. Y. 2014. “EFL Learners’ Beliefs About Native and non-Native English-Speaking Teachers: Perceived Strengths, Weaknesses, and Preferences.” Journal of Multilingual and Multicultural Development 35 (6): 563–579.
  • Comprendio, L. J. E. V., and K. Savski. 2020. “‘Asians’ and ‘Westerners’: Examining the Perception of (non-)Native Migrant Teachers of English in Thailand.” Journal of Multilingual and Multicultural Development 41 (8): 673–685.
  • Dewaele, J. M. 2018. “Why the Dichotomy ‘L1 Versus LX User’ is Better Than ‘Native Versus non-Native Speaker’.” Applied Linguistics 39 (2): 236–240.
  • Draper, J. 2012. “Reconsidering Compulsory English in Developing Countries in Asia: English in a Community of Northeast Thailand.” TESOL Quarterly 46 (4): 777–811.
  • Flores, N. 2013. “The Unexamined Relationship Between Neoliberalism and Plurilingualism: A Cautionary Tale.” TESOL Quarterly 47 (3): 500–520.
  • Flores, N., and J. Rosa. 2015. “Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education.” Harvard Educational Review 85 (2): 149–171.
  • Gu, M. M., and S. Canagarajah. 2018. “Harnessing the Professional Value of a Transnational Disposition: Perceptions of Migrant English Language Teachers in Hong Kong.” Applied Linguistics 39 (5): 718–740.
  • Hayes, D. 2009. “Learning Language, Learning Teaching: Episodes from the Life of a Teacher of English in Thailand.” RELC Journal 40 (1): 83–101.
  • Hayes, D. 2010. “Language Learning, Teaching and Educational Reform in Rural Thailand: An English Teacher's Perspective.” Asia Pacific Journal of Education 30 (3): 305–319.
  • Hickey, M. 2018. “Thailand’s ‘English Fever’, Migrant Teachers and Cosmopolitan Aspirations in an Interconnected Asia.” Discourse: Studies in the Cultural Politics of Education 39 (5): 738–751.
  • Hoekstra, A., D. Beijaard, M. Brekelmans, and F. Korthagen. 2007. “Experienced Teachers’ Informal Learning from Classroom Teaching.” Teachers and Teaching: Theory and Practice 13 (2): 191–208.
  • Holland, D., W. Lachicotte Jr., D. Skinner, and C. Cain. 1998. Identity and Agency in Cultural Worlds. Cambridge: Mass: Harvard University Press.
  • Howard, R. W. 2008. “Western Retirees in Thailand: Motives, Experiences, Wellbeing, Assimilation and Future Needs.” Ageing and Society 28 (2): 145–163.
  • Hsieh, H. F., and S. E. Shannon. 2005. “Three Approaches to Qualitative Content Analysis.” Qualitative Health Research 15 (9): 1277–1288.
  • Huang, I. C., and M. M. Varghese. 2015. “Toward a Composite, Personalized, and Institutionalized Teacher Identity for non-Native English Speakers in US Secondary ESL Programs.” Critical Inquiry in Language Studies 12 (1): 51–76.
  • Jin, L., and M. Cortazzi. 2006. “Changing Practices in Chinese Cultures of Learning.” Language, Culture and Curriculum 19 (1): 5–20.
  • Jones, P., and M. Krzyzanowski. 2008. “Identity, Belonging and Migration: Beyond Constructing ‘Others’.” In Identity, Belonging and Migration, edited by G. Delanty, R. Wodak, and P. Jones, 38–53. Liverpool: Liverpool University Press.
  • Kim, H. K. 2017. “Demystifying Native Speaker Ideology: The Critical Role of Critical Practice in Language Teacher Education.” Journal of Asia TEFL 14 (1): 81.
  • Kitiarsa, P. 2010. “An Ambiguous Intimacy: Farang as Siamese Occidentalism.” In The Ambiguous Allure of the West: Traces of the Colonial in Thailand, edited by R. V. Harrison, and P. A. Jackson, 57–74. Hong Kong: Hong Kong University Press.
  • Komchadleuk. 2020. “ครูต่างชาติ"อยู่ในไทยกว่า11,200 คน"จับกัง1"เตือน ร.ร.รัฐ-เอกชน ต้องยื่นขออนุญาตทำงานไม่มียกเว้น. https://www.komchadluek.net/news/regional/445461.
  • Kubota, R., and A. Lin. 2006. “Race and TESOL: Introduction to Concepts and Theories.” TESOL Quarterly 40 (3): 471–493.
  • Kyndt, E., D. Gijbels, I. Grosemans, and V. Donche. 2016. “Teachers’ Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes.” Review of Educational Research 86 (4): 1111–1150.
  • Lafferty, M., and K. H. Maher. 2020. “Transnational Intimacy and Economic Precarity of Western men in Northeast Thailand.” Journal of Ethnic and Migration Studies 46 (8): 1629–1646.
  • Lee, E., and A. Simon-Maeda. 2006. “Racialized Research Identities in ESL/EFL Research.” TESOL Quarterly 40 (3): 573–594.
  • Li, W. Forthcoming. “ Unpacking the Complexities of Teacher Identity: Narratives of Two Chinese Teachers of English in China .” Language Teaching Research.
  • Maher, K. H., and M. Lafferty. 2014. “White Migrant Masculinities in Thailand and the Paradoxes of Western Privilege.” Social & Cultural Geography 15 (4): 427–448.
  • Maxwell, D. 2015. Foreign teachers in Thailand hope for stability amid education overhaul. Asian Correspondent. https://asiancorrespondent.com/2015/04/foreign-teachersin-thailand-hope-for-stability-amid-education-overhaul/.
  • Merriam, S. B. 1998. Qualitative Research and Case Study Applications in Education: Revised and Expanded from Case Study Research in Education. San Francisco: Jossey-Bass.
  • Miller, P. W., K. Ochs, and G. Mulvaney. 2008. “International Teacher Migration and the Commonwealth Teacher Recruitment Protocol: Assessing its Impact and the Implementation Process in the United Kingdom.” European Education 40 (3): 89–101.
  • Moussu, L. 2010. “Influence of Teacher-Contact Time and Other Variables on ESL Students’ Attitudes Towards Native-and Nonnative-English-Speaking Teachers.” TESOL Quarterly 44 (4): 746–768.
  • Nedpogaeo, A. 2001. “Glocal Culture in the Thai Media: The Occidental ‘Other’ in TV Advertisements.” In Globalization and National Identities: Crisis or Opportunity?, edited by P. Kennedy, and C. Danks, 99–112. Basingstoke: Palgrave.
  • Norton, B. 2013. Identity and Language Learning: Extending the Conversation. Bristol: Multilingual Matters.
  • Perez-Amurao, A. L., and S. Sunanta. 2020. “They Are ‘Asians Just Like Us’.” SOJOURN: Journal of Social Issues in Southeast Asia 35 (1): 108–137.
  • Ralph, D., and L. A. Staeheli. 2011. “Home and Migration: Mobilities, Belongings and Identities.” Geography Compass 5 (7): 517–530.
  • Rheindorf, M., and R. Wodak. 2020. Sociolinguistic Perspectives on Migration Control: Language Policy, Identity and Belonging. Basingstoke: Palgrave Macmillan.
  • Rivers, D. 2017. “Native-speakerism and the Betrayal of the Native Speaker Language-Teaching Professional.” In Isms in Language Education: Oppression, Intersectionality and Emancipation, edited by D. Rivers, and K. Zotzmann, 74–97. Berlin: De Guyter.
  • Rosa, J., and N. Flores. 2017. “Unsettling Race and Language: Toward a Raciolinguistic Perspective.” Language in Society 46 (5): 621–647.
  • Ruecker, T., and L. Ives. 2015. “White Native English Speakers Needed: The Rhetorical Construction of Privilege in Online Teacher Recruitment Spaces.” TESOL Quarterly 49 (4): 733–756.
  • Savski, K. 2020. “Local Problems and a Global Solution: Examining the Recontextualization of CEFR in Thai and Malaysian Language Policies.” Language Policy 19 (4): 527–547.
  • Savski, K. 2021. “Dialogicality and Racialized Discourse in TESOL Recruitment.” TESOL Quarterly 55 (3): 795–816.
  • Savski, K. Forthcoming. “Negotiating Hegemonies in Language Policy: Ideological Synergies in Media Recontextualizations of Audit Culture.” Current Issues in Language Planning.
  • Shuck, G. 2006. “Racializing the Nonnative English Speaker.” Journal of Language, Identity & Education 5 (4): 259–276.
  • Snodin, N., T. Young, T. Thongnuan, I. Bumrungsalee, and A. Nattheeraphong. 2021. “The Migration of International Academics to Thailand and Their Experiences of Thai Higher Education.” SOJOURN: Journal of Social Issues in Southeast Asia 36 (2): 225–257.
  • Stanley, P. 2013. A Critical Ethnography of ‘Westerners’ Teaching English in China: Shanghaied in Shanghai. London: Routledge.
  • Vásquez, C. 2011. “TESOL, Teacher Identity, and the Need for “Small Story” Research.” TESOL Quarterly 45 (3): 535–545.
  • Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
  • Widiawati, D., and K. Savski. Forthcoming. “English-medium Instruction in a Minority Language Area: Any Space for Learners’ L1?” Journal of Multilingual and Multicultural Development.
  • Wodak, R., R. Cillia, M. Reisigl, and K. Liebhart. 2009. The Discursive Construction of National Identity. Edinburgh: Edinburgh University Press.
  • Wolff, D., and P. I. De Costa. 2017. “Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST.” The Modern Language Journal 101 (S1): 76–90.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.