Devon Renfroe (Carnegie Mellon University & Fulbright, USA)
Abstract
Every year, many English speakers move abroad to teach in international contexts. Previous research on first-language English-speaking teachers (L1 ESTs) in East Asia has described their co-teaching experiences, professional identity development, and isolation within their workplaces. However, studies have not centered these teachers as language learners themselves or considered how the ecology of L1 ESTs’ workplaces influences their learning opportunities. To fill that gap, in this study I utilized quantitative survey data from 40 L1 ESTs based in Korea and Japan and follow-up interviews with 15 of those participants. My results showed that language learning affordances included speaking the target language (TL) with coworkers, speaking the TL in the classroom, speaking the TL with students, and the location of their desks. The constraints I found, on the other hand, included speaking English with coworkers, the location of their desks, and TL speakers speaking English to them.
Research Paper (In person; 25 minutes)
Teacher Education / Professional Development
General Interest
About the Presenter
Devon Renfroe is a PhD student in applied linguistics and second language acquisition at Carnegie Mellon University and a Fulbright student researcher in Korea. Her work focuses on issues of identity, ideology, and access in both Korean and English as additional languages.
