A Bourdieusian and postcolonial perspective on collaboration between NESTs and NNESTs

Qinghua CHEN, Angel Mei Yi LIN, Fanglei Corey HUANG

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

TESOL policymakers and researchers have extensively discussed issues concerning Native Speaker English Teachers (NESTs) and Non-Native Speaker English Teachers (NNESTs). However, relatively few studies have focused on the power dynamics between these two teacher groups in educational institutions, which can play a significant role in the implementation of NESTs-NNESTs collaboration policies. Previous studies demonstrate that many NNESTs have resisted the symbolic violence of “native English” by presenting their social or cultural capital other than English proficiency (e.g., recognized credentials, classroom management skills) or avoiding being compared with NESTs by students. However, these resistive strategies fail to be very effective because they do not directly challenge the unparalleled symbolic power of “native English” which often impedes NESTs-NNESTs collaboration through hindering NNESTs’ ability, willingness, or confidence to contribute. We argue for a more effective measure in reducing such symbolic violence: To raise/increase/escalate the importance of the “non-native” English and to create a multilingual community that NNESTs can draw upon in order to maximize the benefits of NEST and NNEST collaboration for students. We will conclude the study with an appeal for more critical approaches in TESOL policymaking as well as research and recommendations on how multilingualism can contribute to counteracting the symbolic violence of “native” English (García and Lin in Bilingual Multilingual Educ 1–20, 2017). Copyright © 2021 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
Original languageEnglish
Title of host publicationPolicy development in TESOL and multilingualism: Past, present and the way forward
EditorsKashif RAZA, Christine COOMBE, Dudley REYNOLDS
Place of PublicationSingapore
PublisherSpringer
Pages271-285
ISBN (Electronic)9789811636035
ISBN (Print)9789811636028
DOIs
Publication statusPublished - Sep 2021

Citation

Chen, Q., Lin, A. M. Y., & Huang, C. F. (2021). A Bourdieusian and postcolonial perspective on collaboration between NESTs and NNESTs. In K. Raza, C. Coombe, & D. Reynolds (Eds.), Policy development in TESOL and multilingualism: Past, present and the way forward (pp. 271-285). Singapore: Springer.

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