Identity formation: An auto-ethnography of Indonesian student becomes a legitimate speaker and teacher of English

Rina Febriani Sarie, Bambang Widi Pratolo, Eko Purwanti
2020 International Journal of Evaluation and Research in Education (IJERE)  
Several studies have investigated how the TESOL program influenced the construction of Non-Native English Speaker Teachers' identities, yet few literature concerns about the negotiation of NNESTs' identity as legitimate speakers and teachers of English. This paper was an auto-ethnographic investigation of my personal experience as one of international students in the TESOL program at an Australian university. Drawing on Norton's theory of language and identity, this study examined a complex
more » ... ess of my identity formation as a legitimate speaker and teacher of English after studying one of a critical pedagogical unit 'Language, Culture, and Curriculum'. The findings revealed that the TESOL program enabled me to discover and explore another part of myself as a legitimate speaker and teacher of English through linguistic constructs and rich knowledge given in that unit. It also supported that a critical pedagogical unit could empower international students to form their identities as confident and professional English teachers back to their countries.
doi:10.11591/ijere.v9i3.20399 fatcat:dzmrx3dbjjhctffu5zppmsqm2i