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The Professional Identity of Indonesian English Teachers

                       Ardian Wahyu Setiawan
        Dr. Ian Green, Dr. Linda Westphalen & Dr. Cally Guerin
English and Its Speakers


• Used in 75 territories in the world (Crystal, 2003)


• A lingua franca → about 1.5 billion speakers
 ± 375 million native speakers


• Non-native : native speakers ratio → 4:1 (Crystal, 2003)


• 80% of English teachers in the world are non-native speakers
 (Braine, 1999; Canagarajah, 2005; Graddol, 2006)
Discrimination against Nonnative English Teachers


 The majority of English teachers → Non-native speakers
                           (Braine, 1999; Canagarajah, 2005; Graddol, 2006)




         THEY ARE DISCRIMINATED AGAINST

     Non-native English teachers → treated unequally
   (Amin, 1997; Braine, 1999; Thomas, 1999; Kamhi-Stein, 2000; Mahboob, 2004; Clark & Paran, 2007)



                                     Less preferred
           (Braine, 1999; Thomas, 1999; Kamhi- Stein, 2000; Mahboob, 2004; Holliday, 2009)



                             Discrimination → racial
             (Amin, 2004; Kubota & Lin, 2006; Lee, 2007; Aboshiha, 2008; Holliday, 2008 )
Native speakers will be given preference
It is racial


                   Blonde hair
               Blue or green eyes?
What causes?



                   DISCRIMINATION




      Native English teachers → Ideal teachers
Non-native English teachers → less competent teachers
             (Kamhi-Stein, 2000; Lee, 2000; McKay, 2002; Ali, 2009)
Unequal Views → Why?


• The Legacy of Colonialism
 Colonial discourse → operates → today

 Affects linguists, applied linguists, and teachers
 (Pennycook, 1994)


 English Language Teaching → Images of the speakers


• Communicative Language Teaching (CLT)
 too much emphasis on native competence as its goal (Preston,1989; Berns, 1990)
Discrimination in Indonesia


                       IT IS PREVALENT
Discrimination in Indonesia




                National school?
Discrimination in Indonesia




             NOT Indonesian?
The Professional Identity of Indonesian English Teachers

          Discrimination → Non-native English teachers’ identity
          Identity is socially constructed and contextually related to
                              sociocultural discourse
              (Duff & Uchida, 1997; Norton, 1997; Varghese, Morgan, Johnston, & Johnson; 2005)




                 Students’ perception
          H
                 Parents’ perception
          O      Other subject teachers’ perception
          W      Indonesian English teachers’ self-perception

      •   How do the stakeholders see Indonesian English teachers?
      •   How do these perceptions arise?
      •   How do the perceptions align?
      •   What impact might these perceptions have on educational
          outcomes?
Research on Teacher Identity


100                                                            Social Science Citation
 90                                                             Index – SSCI Journal

 80

 70
                                                                        HOWEVER
 60                                                            The concept of identity
 50

 40

 30

 20

 10
                                                                 not clearly defined
                                                               (Beijaard, Meijer, & Verloop, 2004;
                                                                 Beauchamp & Thomas, 2009;
 0                                                                       Mockler, 2011)
      1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008
My Approach

                                                             EDUCATION
                                           Identity → not clearly defined
               Education                   (Beijaard, Meijer, & Verloop, 2004; Beauchamp &
                                                                              Thomas, 2009)



                                                       SOCIAL PSYCHOLOGY
                                                WHO ARE YOU? WHO AM I?
                                                       (Vignoles, Schwartz, & Luyckx, 2011)


               IDENTITY
                                              IMAGE – REPRESENTATION

                                                        Criticized → ahistorical
                                Social     (Hook, 2005; Okazaki, David, & Abelmann, 2008)
Postcolonial
                              Psychology


                                                  POSTCOLONIAL THEORY
                                                      History, Space, Discourse
Theoretical Frameworks


• POSTCOLONIAL THEORY
  How colonial discourse operates; how stereotypes work

• SOCIAL IDENTITY THEORY
  How individuals attempt to maintain their identity
  positively valued / perceived

• DIALOGICAL SELF THEORY
  Individuals have multiple voices; the others are intrinsic
  part of the self
POSTCOLONIAL THEORY

                     The perceptions of the stakeholders

                                    The Other Questions
                                          Homi Bhabha
                                                     Fixity
COLONIAL DISCOURSE
   STEREOTYPES               Cultural – Historical – Racial



                                    Fixed stereotypes of
                              Non-native English teachers

           Stereotype works by using cultural – historical
                                       racial differences
SOCIAL IDENTITY THEORY




                 INGROUP                   OUTGROUP

    Social                              Social          Psychological
                    Social Identity
Categorization                        Comparison       Distinctiveness



    Useful concepts: prototypes, psychological distinctiveness
            How do the teachers perceive their identity?
SOCIAL IDENTITY THEORY

                   An example:
                   Black is beautiful movement
                   1960s
SOCIAL IDENTITY THEORY




 INGROUP                  OUTGROUP


   Focuses on intergroup behaviour

What happens within the self?
DIALOGICAL SELF THEORY

                               The Theatre of Metaphor




The Multiplicity of the Self                               The Significant Others




        Useful concepts: the multiplicity of the self, the significant others
Context

                              • A senior high school
                              • Access to data




MALANG, INDONESIA
Methodology


        A Qualitative Exploratory Case Study
                      Exploring Perceptions

             A Series of Focus Group Discussions
    (8 – 12 students/session; themes: ideal English teachers, and
                    Indonesian English teachers)

                  Semi-Structured Interviews
(At least 12 students, 6 parents, 6 other subject teachers and 6 English
                               teachers)

                    FaceGen Software - interviews
FaceGen Software




Commonly used in psychology, also for biometric security and police applications
Significance


Personal Significance
• Research problem → Indonesia
• Professional background → An Indonesian English teacher


Practical Significance
• An in-depth understanding → Professional identity
• The result → useful for teacher training institutions
• Inform the policies → related to Indonesian English teachers


Research Significance
• Dealing with a problematic issue faced by non-native English teachers
• Addressing the gap → EFL context
• Multi dimensional study → Involving multi-groups of participants
THANK YOU
My Research Journal: http://www.indonesianenglishteachers.tk/

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The Professional Identity of Indonesian English Teachers

  • 1. The Professional Identity of Indonesian English Teachers Ardian Wahyu Setiawan Dr. Ian Green, Dr. Linda Westphalen & Dr. Cally Guerin
  • 2. English and Its Speakers • Used in 75 territories in the world (Crystal, 2003) • A lingua franca → about 1.5 billion speakers ± 375 million native speakers • Non-native : native speakers ratio → 4:1 (Crystal, 2003) • 80% of English teachers in the world are non-native speakers (Braine, 1999; Canagarajah, 2005; Graddol, 2006)
  • 3. Discrimination against Nonnative English Teachers The majority of English teachers → Non-native speakers (Braine, 1999; Canagarajah, 2005; Graddol, 2006) THEY ARE DISCRIMINATED AGAINST Non-native English teachers → treated unequally (Amin, 1997; Braine, 1999; Thomas, 1999; Kamhi-Stein, 2000; Mahboob, 2004; Clark & Paran, 2007) Less preferred (Braine, 1999; Thomas, 1999; Kamhi- Stein, 2000; Mahboob, 2004; Holliday, 2009) Discrimination → racial (Amin, 2004; Kubota & Lin, 2006; Lee, 2007; Aboshiha, 2008; Holliday, 2008 )
  • 4. Native speakers will be given preference
  • 5. It is racial Blonde hair Blue or green eyes?
  • 6. What causes? DISCRIMINATION Native English teachers → Ideal teachers Non-native English teachers → less competent teachers (Kamhi-Stein, 2000; Lee, 2000; McKay, 2002; Ali, 2009)
  • 7. Unequal Views → Why? • The Legacy of Colonialism Colonial discourse → operates → today Affects linguists, applied linguists, and teachers (Pennycook, 1994) English Language Teaching → Images of the speakers • Communicative Language Teaching (CLT) too much emphasis on native competence as its goal (Preston,1989; Berns, 1990)
  • 8. Discrimination in Indonesia IT IS PREVALENT
  • 9. Discrimination in Indonesia National school?
  • 10. Discrimination in Indonesia NOT Indonesian?
  • 11. The Professional Identity of Indonesian English Teachers Discrimination → Non-native English teachers’ identity Identity is socially constructed and contextually related to sociocultural discourse (Duff & Uchida, 1997; Norton, 1997; Varghese, Morgan, Johnston, & Johnson; 2005) Students’ perception H Parents’ perception O Other subject teachers’ perception W Indonesian English teachers’ self-perception • How do the stakeholders see Indonesian English teachers? • How do these perceptions arise? • How do the perceptions align? • What impact might these perceptions have on educational outcomes?
  • 12. Research on Teacher Identity 100 Social Science Citation 90 Index – SSCI Journal 80 70 HOWEVER 60 The concept of identity 50 40 30 20 10 not clearly defined (Beijaard, Meijer, & Verloop, 2004; Beauchamp & Thomas, 2009; 0 Mockler, 2011) 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008
  • 13. My Approach EDUCATION Identity → not clearly defined Education (Beijaard, Meijer, & Verloop, 2004; Beauchamp & Thomas, 2009) SOCIAL PSYCHOLOGY WHO ARE YOU? WHO AM I? (Vignoles, Schwartz, & Luyckx, 2011) IDENTITY IMAGE – REPRESENTATION Criticized → ahistorical Social (Hook, 2005; Okazaki, David, & Abelmann, 2008) Postcolonial Psychology POSTCOLONIAL THEORY History, Space, Discourse
  • 14. Theoretical Frameworks • POSTCOLONIAL THEORY How colonial discourse operates; how stereotypes work • SOCIAL IDENTITY THEORY How individuals attempt to maintain their identity positively valued / perceived • DIALOGICAL SELF THEORY Individuals have multiple voices; the others are intrinsic part of the self
  • 15. POSTCOLONIAL THEORY The perceptions of the stakeholders The Other Questions Homi Bhabha Fixity COLONIAL DISCOURSE STEREOTYPES Cultural – Historical – Racial Fixed stereotypes of Non-native English teachers Stereotype works by using cultural – historical racial differences
  • 16. SOCIAL IDENTITY THEORY INGROUP OUTGROUP Social Social Psychological Social Identity Categorization Comparison Distinctiveness Useful concepts: prototypes, psychological distinctiveness How do the teachers perceive their identity?
  • 17. SOCIAL IDENTITY THEORY An example: Black is beautiful movement 1960s
  • 18. SOCIAL IDENTITY THEORY INGROUP OUTGROUP Focuses on intergroup behaviour What happens within the self?
  • 19. DIALOGICAL SELF THEORY The Theatre of Metaphor The Multiplicity of the Self The Significant Others Useful concepts: the multiplicity of the self, the significant others
  • 20. Context • A senior high school • Access to data MALANG, INDONESIA
  • 21. Methodology A Qualitative Exploratory Case Study Exploring Perceptions A Series of Focus Group Discussions (8 – 12 students/session; themes: ideal English teachers, and Indonesian English teachers) Semi-Structured Interviews (At least 12 students, 6 parents, 6 other subject teachers and 6 English teachers) FaceGen Software - interviews
  • 22. FaceGen Software Commonly used in psychology, also for biometric security and police applications
  • 23. Significance Personal Significance • Research problem → Indonesia • Professional background → An Indonesian English teacher Practical Significance • An in-depth understanding → Professional identity • The result → useful for teacher training institutions • Inform the policies → related to Indonesian English teachers Research Significance • Dealing with a problematic issue faced by non-native English teachers • Addressing the gap → EFL context • Multi dimensional study → Involving multi-groups of participants
  • 24. THANK YOU My Research Journal: http://www.indonesianenglishteachers.tk/