This paper examines English teacher identity of Japanese "non-native" English-speaking teachers through a multi-layered analysis of discourses and identity. Informed by poststructuralist views of identity, it explores dominant discourses surrounding "non-native" English-speaking teachers by analyzing their portrayal in national…

This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, language centers' websites, social media, and recruitment materials. Data were analyzed using content and…

Recent studies indicate that many foreign students now choose to go to the Philippines for university and language education. In this paper, we examine how Filipino Teachers' English (FTE) is represented on English language schools' webpages to market the Philippines as an alternative destination for acquiring "good" English among…

Based on interaction recorded in EFL classrooms, this study uses Conversation Analysis to document the post-first deployment of an absurd candidate formulation (ACF) to pursue recipient response at points of interactional delay. ACFs are a form of correction-invitation device in which the question initiator proffers a candidate response that is…

The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the…

Writing native-like has always been a primary purpose for non-native writers of English and, accordingly, many language components have been investigated to develop writers' fluency. One of these language components is syntactic complexity (SC), which is often regarded as a reliable way to grade any texts from easy to difficult. This study aims to…

Reflective practice, in the shape of post-teaching self-evaluations, is a core element of many pre-service English as a Second Language (ESL) teacher training programmes such as CELTA. Most research on reflective practice has been carried out with pre-service teachers, but more evidence is needed to understand the reflective practice of in-service…

Online eikaiwa, or English conversations via teleconferencing platforms, is a popular informal English learning avenue among Japanese nationals. Although online eikaiwa has received scholarly attention in recent years, only a few studies have investigated the current diversification efforts in the industry in terms of hiring teachers from various…

This paper reports the results of a qualitative study that explores the perspectives of one group of parents on English language teachers' identity and practice in primary schools in Vietnam. Grounded in mixed identity theories (self and others), this study uses in-depth interviews to reveal how these parents position English language teachers and…

This paper reports on the narrative of Shannon, a Taiwanese Canadian female assistant language teacher (ALT) of the Japan Exchange and Teaching (JET) Programme, one of the world's largest government-sponsored programmes for recruiting English language teachers to teach overseas [Nagatomo (2016). "Identity, gender and teaching English in…

Language learners' identity construction and language learning through narratives (Norton 2010; Johnson 2015) and multimodal technologies (Lam 2006; White 2007) have been found to be effective ways to facilitate ESL learning. Additionally, Multimodal pedagogies and narrative practices in the language classroom facilitate L2 learning, investment in…

In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant…

This study investigates the concept of teacher identity of native-English speakers in South Korea by examining public texts, mainly English immersion camp advertisements and teacher recruitment materials. To this end, a social semiotic multimodal analysis was employed to scrutinize how these public narratives and visual images, populated with…

Although a well-established domain of research in English language teaching, native-speaker ideologies have received little attention in French language education. This article reports on a study that examined the salience of "authentic French" in the identity construction of French as a second language (FSL) teachers in English-speaking…

This study investigates how the use of discourse markers reflects speaking fluency in Chinese learners. In this study, 220 min of online Chinese courses were transcribed, with 17 Chinese learners and 5 native Chinese teachers as participants. Half of the transcribed data were drawn from students living in Taipei, Taiwan, a Chinese-speaking…