Non-native English speaking pre-service teachers in an EFL context: examining experiences through borderland discourse

References

• Aldenmyr, S. I. (2013). Handling challenge and becoming a teacher: An analysis of teachers’ narration about life competence education. Teachers and Teaching, 19(3), 344–357.
   Web of Science ®Google Scholar
• Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New Jersey: Lawrence Erlbaum Associates.
   Google Scholar
• Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203–219.
   Google Scholar
• Baker, W., & Jarunthawatchai, W. (2017). English language policy in Thailand. European Journal of Language Policy, 9(1), 27–44.
   Google Scholar
• Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141.
   Web of Science ®Google Scholar
• Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764.
   Web of Science ®Google Scholar
• Bloomfield, D. (2010). Emotions and ‘getting by’: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221–234.
   Web of Science ®Google Scholar
• Blunden, R. (2000). Rethinking the place of the practicum in teacher education. Australian Journal of Teacher Education, 25(1), 1–16.
   Google Scholar
• Braine, G. (2010). Non-native speaker English teachers: Research, pedagogy, and professional growth. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Buchanan, J., & Maher, D. (2018). The ‘foreign’ language teacher: Negotiating the culture of a school when unfamiliar with the language of instruction. Teacher Development, 22(4), 519–536. doi:10.1080/13664530.2018.1428222
   Web of Science ®Google Scholar
• Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258–279.
   Web of Science ®Google Scholar
• CATESOL. (2013). CATESOL position paper opposing discrimination against nonnative English speaking teachers (NNESTs) and teachers with “non-standard” varieties of English. Retrieved from http://catesol.org/nnest.pdf
   Google Scholar
• Chan, K. W. (2004). Preservice teachers’ epistemological beliefs and conceptions about teaching and learning: Cultural implications for research in teacher education. Australian Journal of Teacher Education, 29(1), 1–13.
   Google Scholar
• Choosri, C., & Intharaksa, U. (2011, April). Relationship between motivation and students’ English learning achievement: A study of the second-year vocational certificate level Hatyai Technical College students. Paper presented at the 3rd International Conference on Humanities and Social Sciences, Prince of Songkla University, Thailand.
   Google Scholar
• Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209.
   Web of Science ®Google Scholar
• Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616.
   Web of Science ®Google Scholar
• de Segovia, P. L., & Hardison, D. M. (2009). Implementing education reform: EFL teachers’ perspectives. ELT Journal, 63(2), 154–162.
   Web of Science ®Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
   Web of Science ®Google Scholar
• Farrell, T. C., & Ives, J. (2014). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610.
   Web of Science ®Google Scholar
• Farrell, T. S. (2016). Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247.
   Web of Science ®Google Scholar
• Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232.
   Web of Science ®Google Scholar
• Foley, J. A. (2005). English in… Thailand. RELC Journal, 36(2), 223–234.
   Google Scholar
• Gee, J. P. (2008). Sociolinguistics and literacies: Ideology in discourses. London: Routledge.
   Google Scholar
• Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research, 33(5), 539–555.
   Google Scholar
• Hallinger, P., & Lee, M. (2011). A decade of education reform in Thailand: Broken promise or impossible dream? Cambridge Journal of Education, 41(2), 139–158.
   Web of Science ®Google Scholar
• Haritos, C. (2004). Understanding teaching through the minds of teacher candidates: A curious blend of realism and idealism. Teaching and Teacher Education, 20(6), 637–654.
   Web of Science ®Google Scholar
• Hastings, W. (2010). Expectations of a pre-service teacher: Implications of encountering the unexpected. Asia-Pacific Journal of Teacher Education, 38(3), 207–219.
   Web of Science ®Google Scholar
• Hayes, D. (2009). Non-native English-speaking teachers, context and English language teaching. System, 37(1), 1–11.
   Web of Science ®Google Scholar
• Hayes, D. (2016). The value of learning English in Thailand and its impact on Thai: Perspectives from university students. Asia Pacific Journal of Education, 36(1), 73–91.
   Web of Science ®Google Scholar
• He, P., & Lin, A. M. (2013). Tensions in school–University partnership and EFL pre-service teacher identity formation: A case in mainland China. The Language Learning Journal, 41(2), 205–218.
   Google Scholar
• Hedges, H. (2012). Teachers’ funds of knowledge: A challenge to evidence-based practice. Teachers and Teaching, 18(1), 7–24.
   Web of Science ®Google Scholar
• Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84–98.
   Web of Science ®Google Scholar
• Hong, J., Greene, B., Roberson, R., Cross Francis, D., & Rapacki Keenan, L. (2017). Variations in pre-service teachers’ career exploration and commitment to teaching. Teacher Development, 22(3), 1–19.
   Web of Science ®Google Scholar
• Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543.
   Web of Science ®Google Scholar
• Kaur, A., Young, D., & Kirkpatrick, R. (2016). English education policy in Thailand: Why the poor results? In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 345–362). Switzerland: Springer.
   Google Scholar
• Kirkpatrick, A. (2012). English in ASEAN: Implications for regional multilingualism. Journal of Multilingual and Multicultural Development, 33(4), 331–344.
   Web of Science ®Google Scholar
• Kirkpatrick, A. (2014). Teaching English in Asia in non-Anglo cultural contexts: Principles of the ‘lingua franca approach’. In R. Marlina & R. A. Giri (Eds.), The pedagogy of English as an international language: Perspectives from scholars, teachers, and students (pp. 23–34). Switzerland: Springer International Publishing.
   Google Scholar
• Lane, R., McMaster, H., Adnum, J., & Cavanagh, M. (2014). Quality reflective practice in teacher education: A journey towards shared understanding. Reflective Practice, 15(4), 481–494.
   Google Scholar
• Ling, C. Y., & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal, 38(3), 257–277.
   Google Scholar
• Litzenberg, J. (2016). Pre‐service teacher perspectives towards pedagogical uses of non‐native and native speech samples. International Journal of Applied Linguistics, 26(2), 168–189.
   Web of Science ®Google Scholar
• Liu, Y., & Xu, Y. (2011). Inclusion or exclusion? A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589–597.
   Web of Science ®Google Scholar
• Llurda, E. (2004). Non‐native‐speaker teachers and English as an international language. International Journal of Applied Linguistics, 14(3), 314–323.
   Google Scholar
• Lo Bianco, J., & Slaughter, Y. (2016). Recognizing diversity: The incipient role of intercultural education in Thailand. In J. Lo Bianco & A. Bal (Eds.), Learning from difference: Comparative accounts of multicultural education (pp. 191–219). Switzerland: Springer.
   Google Scholar
• Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249–264.
   Web of Science ®Google Scholar
• Ma, F., & Ping, L. (2012). Advantages and disadvantages of native‐and nonnative English‐speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280–305.
   Web of Science ®Google Scholar
• Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1(1), 72–81.
   Google Scholar
• Parr, G., Bulfin, S., Castaldi, R., Griffiths, E., & Manuel, C. (2015). On not becoming ‘a mere empirical existence’: Exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing. Cambridge Journal of Education, 45(2), 133–148.
   Web of Science ®Google Scholar
• Pillen, M., Beijaard, D., & Brok, P. D. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240–260.
   Web of Science ®Google Scholar
• Selvi, A. F. (2014). Myths and misconceptions about nonnative English speakers in the TESOL (NNEST) movement. TESOL Journal, 5(3), 573–611.
   Google Scholar
• Shkedi, A., & Laron, D. (2004). Between idealism and pragmatism: A case study of student teachers’ pedagogical development. Teaching and Teacher Education, 20(7), 693–711.
   Web of Science ®Google Scholar
• Søreide, G. E. (2006). Narrative construction of teacher identity: Positioning and negotiation. Teachers and Teaching: Theory and Practice, 12(5), 527–547.
   Google Scholar
• Søreide, G. E. (2007). The public face of teacher identity-narrative construction of teacher identity in public policy documents. Journal of Education Policy, 22(2), 129–146.
   Web of Science ®Google Scholar
• Sudtho, J., Singhasiri, W., & Jimarkon Zilli, P. (2014). Using symbolic interactionism to unveil novice teachers’ professional identity. Proceedings of The Sixth International Conference CLaSIC 2014 (pp. 451–462). Singapore: National University of Singapore.
   Google Scholar
• Tananuraksakul, N. (2017). Building up Thai EFL students‘ positive attitudes toward their non- native English accented speech with the use of phonetics website. Teaching English with Technology, 17(4), 52–63.
   Google Scholar
• Tandamrong, A. (2018). ‘Learner-centredness’ in English language education in Thai universities: A narrative-based inquiry into EFL teachers’ beliefs, practices and identities ( Doctoral dissertation). Monash University, Australia. Retrieved from https://figshare.com/articles/_Learner-centredness_in_English_language_education_in_Thai_universities_A_narrative-based_inquiry_into_EFL_teachers_beliefs_practices_and_identities/5956684
   Google Scholar
• Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851.
   Web of Science ®Google Scholar
• Trakulkasemsuk, W. (2018). English in Thailand: Looking back to the past, at the present and towards the future. Asian Englishes, 20(2), 96–105.
   Web of Science ®Google Scholar
• Tsui, A. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680.
   Web of Science ®Google Scholar
• Wilson, G., & I’Anson, J. (2006). Reframing the practicum: Constructing performative space in initial teacher education. Teaching and Teacher Education, 22(3), 353–361.
   Web of Science ®Google Scholar
• Wongsothorn, A., Hiranburana, K., & Chinnawongs, S. (2002). English language teaching in Thailand today. Asia Pacific Journal of Education, 22(2), 107–116.
   Google Scholar
• Yuan, R. (2017). Appropriating national curriculum standards in classroom teaching: Experiences of novice language teachers in China. International Journal of Educational Research, 83, 55–64.
   Web of Science ®Google Scholar
• Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1–12.
   Web of Science ®Google Scholar
• Zembylas, M. (2003). Interrogating “teacher identity”: Emotion, resistance, and self‐formation. Educational Theory, 53(1), 107–127.
   Google Scholar