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A Case Study of a Heritage Thai Language Class in a Thai Buddhist School in the United States

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A Case Study of a Heritage Thai Language Class in a Thai Buddhist School in the United States i Language Teacher Identity Negotiation: A Case Study of a Heritage Thai Language Class in a Thai Buddhist School in the United States Jitpicha Jarayapun A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2015 Reading Committee: Manka Varghese, Chair Dafney Blanca Dabach Maresi Nerad Program Authorized to Offer Degree: College of Education University of Washington ii © Copyright 2015 Jitpicha Jarayapun iii University of Washington Abstract Language Teacher Identity Negotiation: A Case Study of a Heritage Thai Language Class in a Thai Buddhist School in the United States Jitpicha Jarayapun Chair of the Supervisory Committee: Manka Varghese Curriculum and Instruction The purpose of this qualitative case study is to research power relations of Thai heritage language teaching (HLT) in a Thai community-based Buddhist school in the United States, called the Temple of Wisdom, or TOW. Participants were six Thai diaspora teachers––four secular teachers and two monks. Teacher identity negotiation was explored as a critical reflection of power relations in this school context. Foucault’s power theory and Gee’s discourse analysis were employed as a theoretical lens. This research demonstrated how power is visible through discourse and relational networks of interaction between teachers and other people. The four areas of discourse were: schooling, language, culture, and religion. This study found that TOW created a new mixture of Thai and American cultures for bilingual students to learn about culture, norms, and community values. Teachers combined Thai and American culture into their instruction. This harmonization was a strategy to anchor bilingual students in both cultures. However, English privilege and language hierarchies prevailed even within this context of Thai HLT. Teachers reinforced linguistic discrimination and legitimized native speakers over non- iv native speakers. Teachers perceived different languages as commercialized products based on their economic benefits. This perception discouraged Thai language users by situating Thai as inferior and less prioritized among other powerful languages. One of the significant findings was that teachers developed strong senses of professionalism by negotiating their own cultural and spiritual identity, despite losing a sense of teacher authority through students’ resistance in classroom. Teachers represented themselves as cultural experts who followed Buddhist principles. They applied Buddhist morality to guide them in their roles as good teachers. Additionally, teachers built up social capital as a way to help their community members bond together. There was no evidence that teachers employed Buddhism as a political tool; instead, they used it to teach morality and humanity. This study suggests including a socio-cultural- political perspective to HLT and raises critical awareness of that perspective within teacher training and instructional contexts. To empower teachers in HLT, language policy should include all voices and reflect the needs of communities. HLT should not be grounded only in linguistic development but also in the development of community cooperation, culture, humanity, and morality. v TABLE OF CONTENTS Page List of Figures …………………………………………………………………………………… viii List of Tables…………………………………………………………………...………………… ix Acknowledgement…………………………………………………………………...…………… x Dedication…………………………………………………………………...……………………. xiv CHAPTER 1 Introduction to the study………………………………………………………..… 1 1.1 Rationale of the study…………………………………………………………………... 2 1.2 Focus of inquiry ……………………………………………………………………..… 6 1.3 Organization of the dissertation ……………………………………………………….. 9 CHAPTER 2 Literature review for framing ideas and conceptual framework……………….. 11 2.1 Previous studies of language instruction and power …………………………………… 11 2.1.1 Distinguishing of TEFL/ TESL/ H(C)L/ FL and dominant-minority languages 11 2.1.2 English language teaching (ELT) …………………………………………….. 13 2.1.3 Foreign language education: FL & HCL………………………………..……… 17 2.2 Power …………………………………………………………………………………... 22 2.2.1 Power, knowledge, and discourses …………………………………………….. 23 2.2.2 Critical discourse analysis (CDA) to understand substantial powers …………. 25 2.3 Language Teacher Identity……………………………………………………………... 27 2.3.1 Definition of identity …………………………………………………………… 27 2.3.2 The model of teacher identity in the lens of Foucault and Post-Structuralism …. 31 2.3.3 Significance of Teacher identity in LT………………………………………….. 34 2.3.4 Past research on language teacher identity …………………………………..… 36 2.3.5 Some research related to this study …………………………………………..… 41 2.4 Conceptualizing ideas and framework…………………………………………………. 45 2.4.1 Teacher Identity as a critical reflection of power dynamics …………………….. 46 2.4.2 Discourse-power-knowledge……………………………………………………. 47 2.4.3 Teachers’ perceptions of “success” as a tool to examine motives vi related to power and substantial power………………………………………….. 49 2.5 Chapter summary………..…………………………………………………………........ 50 CHAPTER 3 Research methodology…………………………………………………………...… 53 3.1 Chapter summary……………..……………………………………………...……….… 53 3.2 Research strategy and rationale…………………...…………………...……………… 54 3.2.1. Type of research: Qualitative case research in critical theory………………..… 55 3.2.2. Site and time frame…………………...…………………...……………………. 58 3.2.2.1 Site selection …………………...…………………...………………… 58 3.2.2.2 Site information …………………...…………………...…………….. 60 3.2.2.3 Site Entry and Human Ethical Protection …………………...……….. 63 3.2.2.4 Events and time frame …………………...…………………................ 64 3.2.3 Study participants, and sampling frame ………………...………………………. 65 3.2.3.1 Sampling method: Participants selection………………...……………. 65 3.2.3.2 Details of participants…………………...…………………..…………. 66 3.2.4 Data collection strategies and procedures …………………...………………… 78 3.2.4.1 Interviews……………………………………………………………. 78 3.2.4.2 Observations …………………...…………………...………………… 81 3.2.4.3 Document collection……………...…………………...………………. 83 3.2.4.4 Translation…………………...…………………...……………………. 84 3.2.5 Data analysis…………………...…………………...…………………...……… 85 3.2.5.1 Approach to data analysis…………………...…………………............ 85 3.2.5.2 Theme-building and data coding…………………...…………………. 86 3.2.5.3 Gee’s discourse analysis…………………...…………………............. 87 3.3 Researcher’s position …………………...…………………...…………………............ 91 3.4 Data validity considerations …………………...…………………...…………………. 95 CHAPTER 4 Discourses of power: Language, culture, spirituality and community school…. 96 4.1 Discourse of schooling: Thai community language school as a means of resistance to vii US dominant normalization ……...…………………...………………….................... 97 4.2 Discourse of language…………………...…………………...…………………......... 104 4.3 Discourse of culture …………………...…………………...…………………...……. 120 4.4 Discourse of spirituality…………………...…………………...……………………… 129 4.5 Chapter summary ……..…………………...…………………...…………………….. 139 CHAPTER 5 Perceptions of success: Identity, norms and power motives…………………… 141 5.1 A symbolic representation of teacher identity negotiation in society ………................ 141 5.2 Perception of “success” and the situated identity relating to their success ……………. 144 5.3 Four drives to teachers’ success ………………………………………………………. 157 5.4 Chapter summary……………………………………………………………………….. 172 CHAPTER 6 Network of Power through Teacher Identity Negotiation ………………………. 174 6.1 Mechanism of power …………………...…………………...…………………............. 174 6.2 Discipline: Punishment and rewards…………………...…………………...………….. 199 6.3 Norms of a good teacher…………………...…………………....................................... 207 6.4 Normalization …………………...…………………...………….………...……….….. 212 6.5 Chapter summary……………..………………...…………………...…………………. 224 CHAPTER 7 Conclusions…………………………………………………………………………. 227 7.1. Overview of research …………………...…………………...…………………............ 227 7.2. Summary and Discussion of thematic findings .............................................................. 229 7.3 Discussions of thematic findings-implication and questions ......................................... 234 7.4 Limitations ...................................................................................................................... 242 7.5. Concluding remarks......................................................................................................... 243 Bibliography ..................................................................................................................................................245 Appendix A………………………………………………………………………………………… 255 Appendix B………………………………………………………………………………………… 257 Appendix C…………………………………………………………………………………………. 263 viii LIST OF FIGURES Figure Number Page 2.1 Conceptual framework…………………………………………………………………….. 52 5.1 Teachers’ four drives to success, and substantial power in relations …………………….. 173 6.1 Power relations ……………………….……………………….……………………….… 226 ix LIST OF TABLES Table Number Page 3.1 Summary of participant’s general information Table ………………………………….. 69 3.2 Summary of total observations and interviews of each research participant………………82 5.1 Summary of motives to achieve success, expectations, and achieved success ……… 165-166 6.1 summary of teachers’ perception about a good teacher and their perceived position…210-211 x ACKNOWLEDGEMENTS Without love and care from all teachers, family, and friends, I would not have completed this dissertation. I would like to express my deep gratitude to the following people. I feel thankful to the Royal Thai
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