EXPLORING NON-NATIVE ENGLISH TEACHER IDENTITY DEVELOPMENT AND IDENTITY IN PRACTICE AT A MULTILINGUAL INTERNATIONAL SCHOOL

Abstract

This study is an exploration of the development of non-native English language teacher identity and identity in practice in a multilingual international school in Thailand. The study was guided by narrative inquiry and the autobiographical stories framework. Life story interviews, classroom observation, shadowing observation, and a triangulation procedure were conducted for the data collection necessary in the study. The non-native English teacher participants were purposefully selected to participate. The data collected from all techniques were analyzed by using coding and thematic methods in categorizing teacher identity.

The findings reveal that the three participants have shown a strong sense of confidence in their non-native statuses. They positively embraced their non-native identity statuses, and viewed them as advantages instead of disadvantages because they trusted in their high English proficiency, teaching abilities, and their qualifications that meet with the school standard. However, there are two aspects; self-esteem and job motivation, affected in their identity, but it is noteworthy that the teachers managed themselves to deal with these challenge effectively and achieved with excellent outcomes. For this reason, it is important to empower non-native English teachers to embrace their non-native statuses, then they are able to overcome prejudice against their statuses. Also, international schools should be prioritized qualifications and teaching abilities over one's native and non-native statuses.

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