Non-native English speaking postgraduate TESOL students in Australia: Why did they come here?

Naoko Inoue, Elke STRACKE

    Research output: Contribution to journalArticle

    Abstract

    This paper explores how non-native English speaking postgraduate TESOL students at a regional Australian university perceive the meaning and value of obtaining a TESOL qualification from a Western native English speaking country. By doing so, this research investigates the way in which the universal predominance of Western native English and the inequality between NESTs and NNESTs, or English linguistic imperialism, are maintained and/or challenged. We conducted face-to-face semi-structured interviews with eight students from five different non-native English speaking countries who were enrolled in a postgraduate TESOL course. The study revealed that these students were generally aware of the privileged position of Inner Circle English(es) and of NESTs. They highly valued the TESOL qualification obtained in Australia in order to differentiate themselves from other NNESTs in their own country. In this sense, they contribute to the maintenance of English linguistic imperialism. However, some interviewees' critical reflections on the existing inequalities between different varieties of English and the inequality between NESTs and NNESTs also indicated their potential to challenge English linguistic imperialism. Drawing on these findings, future directions for teacher training and research are discussed.
    Original languageEnglish
    Pages (from-to)29-56
    Number of pages28
    JournalUniversity of Sydney Papers in T E S O L
    Volume8
    Issue number1
    Publication statusPublished - 2013

    Fingerprint

    imperialism
    speaking
    linguistics
    qualification
    student
    teacher training
    university
    interview

    Cite this

    @article{743760d711ec44959c23cba402344343,
    title = "Non-native English speaking postgraduate TESOL students in Australia: Why did they come here?",
    abstract = "This paper explores how non-native English speaking postgraduate TESOL students at a regional Australian university perceive the meaning and value of obtaining a TESOL qualification from a Western native English speaking country. By doing so, this research investigates the way in which the universal predominance of Western native English and the inequality between NESTs and NNESTs, or English linguistic imperialism, are maintained and/or challenged. We conducted face-to-face semi-structured interviews with eight students from five different non-native English speaking countries who were enrolled in a postgraduate TESOL course. The study revealed that these students were generally aware of the privileged position of Inner Circle English(es) and of NESTs. They highly valued the TESOL qualification obtained in Australia in order to differentiate themselves from other NNESTs in their own country. In this sense, they contribute to the maintenance of English linguistic imperialism. However, some interviewees' critical reflections on the existing inequalities between different varieties of English and the inequality between NESTs and NNESTs also indicated their potential to challenge English linguistic imperialism. Drawing on these findings, future directions for teacher training and research are discussed.",
    keywords = "English linguistic imperialism, Non-native English speaking postgraduate students, Students' views",
    author = "Naoko Inoue and Elke STRACKE",
    year = "2013",
    language = "English",
    volume = "8",
    pages = "29--56",
    journal = "University of Sydney Papers in T E S O L",
    issn = "1834-3198",
    number = "1",

    }

    Non-native English speaking postgraduate TESOL students in Australia: Why did they come here? / Inoue, Naoko; STRACKE, Elke.

    In: University of Sydney Papers in T E S O L, Vol. 8, No. 1, 2013, p. 29-56.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Non-native English speaking postgraduate TESOL students in Australia: Why did they come here?

    AU - Inoue, Naoko

    AU - STRACKE, Elke

    PY - 2013

    Y1 - 2013

    N2 - This paper explores how non-native English speaking postgraduate TESOL students at a regional Australian university perceive the meaning and value of obtaining a TESOL qualification from a Western native English speaking country. By doing so, this research investigates the way in which the universal predominance of Western native English and the inequality between NESTs and NNESTs, or English linguistic imperialism, are maintained and/or challenged. We conducted face-to-face semi-structured interviews with eight students from five different non-native English speaking countries who were enrolled in a postgraduate TESOL course. The study revealed that these students were generally aware of the privileged position of Inner Circle English(es) and of NESTs. They highly valued the TESOL qualification obtained in Australia in order to differentiate themselves from other NNESTs in their own country. In this sense, they contribute to the maintenance of English linguistic imperialism. However, some interviewees' critical reflections on the existing inequalities between different varieties of English and the inequality between NESTs and NNESTs also indicated their potential to challenge English linguistic imperialism. Drawing on these findings, future directions for teacher training and research are discussed.

    AB - This paper explores how non-native English speaking postgraduate TESOL students at a regional Australian university perceive the meaning and value of obtaining a TESOL qualification from a Western native English speaking country. By doing so, this research investigates the way in which the universal predominance of Western native English and the inequality between NESTs and NNESTs, or English linguistic imperialism, are maintained and/or challenged. We conducted face-to-face semi-structured interviews with eight students from five different non-native English speaking countries who were enrolled in a postgraduate TESOL course. The study revealed that these students were generally aware of the privileged position of Inner Circle English(es) and of NESTs. They highly valued the TESOL qualification obtained in Australia in order to differentiate themselves from other NNESTs in their own country. In this sense, they contribute to the maintenance of English linguistic imperialism. However, some interviewees' critical reflections on the existing inequalities between different varieties of English and the inequality between NESTs and NNESTs also indicated their potential to challenge English linguistic imperialism. Drawing on these findings, future directions for teacher training and research are discussed.

    KW - English linguistic imperialism

    KW - Non-native English speaking postgraduate students

    KW - Students' views

    M3 - Article

    VL - 8

    SP - 29

    EP - 56

    JO - University of Sydney Papers in T E S O L

    JF - University of Sydney Papers in T E S O L

    SN - 1834-3198

    IS - 1

    ER -