Abstract
The globalization of the 21st century has created questions about and difficulties in the current role of EFL educators because of the many accommodations needed to new cultures, people, and differences in ideologically constructed representations of our roles in terms of culture, class, gender, race, and religion. To address these difficulties, six EFL educators at a private school in Turkey were interviewed for this analytic and auto-ethnographic research to investigate their perceived roles as EFL educators and the relation of these roles to globalization. The theoretical framework was formed from Bourdieu’s postcolonial theory and Bhabha’s notion of “third space.” Interviews, a reflexive journal, and critical incidents were used as means of data collection. The results revealed that EFL educators’ hybridity is forced as they navigate this in-between space as products of their prior socialization (i.e., their religious, class, and linguistic capitals). They are simultaneously colonized and colonizers as they “sell” English in Turkey, and they are “border crossers” in the ELT field.
Keywords: Globalization, hybrid, English as a Foreign Language (EFL), post-colonial
References
- Bourdieu, P. (1991). Language and Symbolic Power. Cambridge, England: Polity.
- Bourdieu, P. & Wacquant, L. J. D. (1992). An Invitation to Reflexive Sociology. Chicago, IL: University of Chicago Press.
- Canagarajah, S. (2012). “Teacher Development in a Global Profession: An Auto ethnography”. TESOL Quarterly. 46 (2). P. 258-279.
- Chew, P. G. L. (2010). “Linguistic Capital, Study Mothers and the Transnational Family in Singapore”. In Vaish, V. (ed.). Globalization of Language and Culture in Asia: The Impact of Globalization Processes on Language. London, England: Continuum. P. 82-106.
- Finlayson, A. (1999)” Language”. In Ashe, F., Finlayson, A., Lloyd, M., MacKenzie, I., Martin, J. & O’Neill, S. (eds.). Contemporary Social and Political Theory: An Introduction. Buckingham, England: Open University Press. P. 47-68.
- House, J. (1999) “Misunderstanding in Intercultural Communication: Interactions in English as a Lingua Franca and the Myth of Mutual Intelligibility”. In Gnutzmann, C. (ed.). Teaching and Learning English as a Global Language. Tübingen, Germany: Stauffenburg. P. 73-89.
- Howey, K. & Zimpher, N. (2006) Boundary Spanners: A Key to Success in Urban P-16 University-schools Partnerships. Washington, DC: American Association of State Colleges and Universities.
- Kramsch, C. (1999). “Global and Local Identities in the Contact Zone”. In Gnutzmann, C. (ed.). Teaching and Learning English as a Global Language. Native and Non-native Perspectives. Tubingen: Stauffenburg Verlag, p. 131-143.
- MacDonald, K. I. (2002). “Epistemic Violence: The Body, Globalization and the Dilemma of Rights”. Transnational Law and Contemporary Problems. 12 (1). P. 65-87.
- Ozturk, U. & Atay, D. (2010). “Challenges of Being a Non-Native English Teacher”. Educational Research. 1 (5). P. 135-139
- Pennycook, A. (2007). “The Myth of English as an International Language”. In Makoni, S. & Pennycook, A. (eds.). Disinventing and Reconstituting Languages. Clevedon: Multilingual Matters. P. 90-115.
- Robertson, R. (1990). “Mapping the Global Condition: Globalization as the Central Concept”. Theory, Culture and Society. 7 (2). p. 15-30.
Abstract
References
- Bourdieu, P. (1991). Language and Symbolic Power. Cambridge, England: Polity.
- Bourdieu, P. & Wacquant, L. J. D. (1992). An Invitation to Reflexive Sociology. Chicago, IL: University of Chicago Press.
- Canagarajah, S. (2012). “Teacher Development in a Global Profession: An Auto ethnography”. TESOL Quarterly. 46 (2). P. 258-279.
- Chew, P. G. L. (2010). “Linguistic Capital, Study Mothers and the Transnational Family in Singapore”. In Vaish, V. (ed.). Globalization of Language and Culture in Asia: The Impact of Globalization Processes on Language. London, England: Continuum. P. 82-106.
- Finlayson, A. (1999)” Language”. In Ashe, F., Finlayson, A., Lloyd, M., MacKenzie, I., Martin, J. & O’Neill, S. (eds.). Contemporary Social and Political Theory: An Introduction. Buckingham, England: Open University Press. P. 47-68.
- House, J. (1999) “Misunderstanding in Intercultural Communication: Interactions in English as a Lingua Franca and the Myth of Mutual Intelligibility”. In Gnutzmann, C. (ed.). Teaching and Learning English as a Global Language. Tübingen, Germany: Stauffenburg. P. 73-89.
- Howey, K. & Zimpher, N. (2006) Boundary Spanners: A Key to Success in Urban P-16 University-schools Partnerships. Washington, DC: American Association of State Colleges and Universities.
- Kramsch, C. (1999). “Global and Local Identities in the Contact Zone”. In Gnutzmann, C. (ed.). Teaching and Learning English as a Global Language. Native and Non-native Perspectives. Tubingen: Stauffenburg Verlag, p. 131-143.
- MacDonald, K. I. (2002). “Epistemic Violence: The Body, Globalization and the Dilemma of Rights”. Transnational Law and Contemporary Problems. 12 (1). P. 65-87.
- Ozturk, U. & Atay, D. (2010). “Challenges of Being a Non-Native English Teacher”. Educational Research. 1 (5). P. 135-139
- Pennycook, A. (2007). “The Myth of English as an International Language”. In Makoni, S. & Pennycook, A. (eds.). Disinventing and Reconstituting Languages. Clevedon: Multilingual Matters. P. 90-115.
- Robertson, R. (1990). “Mapping the Global Condition: Globalization as the Central Concept”. Theory, Culture and Society. 7 (2). p. 15-30.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | December 29, 2015 |
| Submission Date | December 29, 2015 |
| Published in Issue | Year 2015Volume: 1 Issue: 3 |
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