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(Non)Native Speakering: the (Dis)Invention of (Non)Native Speakered Subjectivities in a Graduate Teacher Education Program

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(Non)Native Speakering: the (Dis)Invention of (Non)Native Speakered Subjectivities in a Graduate Teacher Education Program University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2016 (non)native Speakering: The (dis)invention Of (non)native Speakered Subjectivities In A Graduate Teacher Education Program Geeta A. Aneja University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Teacher Education and Professional Development Commons Recommended Citation Aneja, Geeta A., "(non)native Speakering: The (dis)invention Of (non)native Speakered Subjectivities In A Graduate Teacher Education Program" (2016). Publicly Accessible Penn Dissertations. 2167. https://repository.upenn.edu/edissertations/2167 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2167 For more information, please contact [email protected]. (non)native Speakering: The (dis)invention Of (non)native Speakered Subjectivities In A Graduate Teacher Education Program Abstract Despite its imprecision, the native-nonnative dichotomy has become the dominant paradigm for categorizing language users, learners, and educators. The “NNEST Movement” has been instrumental in documenting the privilege of native speakers, the marginalization of their nonnative counterparts, and why an individual may be perceived as one or the other. Although these efforts have contributed significantly owart ds increasing awareness of NNEST-hood, they also risk reifying nativeness and nonnativeness as objectively distinct categories. In this dissertation, I adopt a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that I term (non)native speakering. I first use this framework to analyze the historico-political milieu that made possible the emergence of (non)native speakered subjectivities. Then, I turn to the production of (non)native speakered subjectivities in K-12 and higher education language policies, as well as their impact on the professional identity development of pre-service teachers. Next, I consider the relationship between (non)native speakering and other processes of linguistic marginalization in which language is implicit, as well as how teacher educators can resist (non)native speakering and move towards a more equitable paradigm of language and language education. This inquiry draws on qualitative data from teacher education courses at a large US university, including course texts, policy documents, observational field notes, interviews, and focus group data. In the conclusion, I consider the implications of (non)native speakering as a theoretical and analytical frame, as well as applications of the data for teacher education settings, and possible directions for future research. By reconceptualizing (non)native status as socially and discursively produced, this project provides a new lens for the critical examination of teacher education curricula, professional identity formation, and language education policy. Finally, it contributes to a theory of change and encourages a move towards more inclusive language teaching fields. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group Education First Advisor Nelson Flores Keywords Discourse Analysis, Educational Linguistics, Governmentality, Language Ideologies, Teacher Education, Teaching English to Speakers of Other Languages Subject Categories Bilingual, Multilingual, and Multicultural Education | Education | Teacher Education and Professional Development This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations/2167 (NON)NATIVE SPEAKERING: THE (DIS)INVENTION OF (NON)NATIVE SPEAKERED SUBJECTIVITIES IN A GRADUATE TEACHER EDUCATION PROGRAM Geeta A. Aneja A DISSERTATION in Education Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 2017 Supervisor of Dissertation: _______________________________________ Nelson Flores, Assistant Professor of Education Graduate Group Chairperson: ______________________________________ J. Matthew Hartley, Professor of Education Dissertation Committee: Nelson Flores, Assistant Professor of Education Betsy Rymes, Professor of Education Diane Larsen-Freeman, Professor Emerita, University of Michigan Miriam Eisenstein-Ebsworth, Associate Professor of English Education, New York University (NON)NATIVE SPEAKERING: THE (DIS)INVENTION OF (NON)NATIVE SPEAKERED SUBJECTIVITIES IN A GRADUATE TEACHER EDUCATION PROGRAM COPYRIGHT 2017 Geeta Anjali Aneja Dedication Mom and Dad who were right about almost everything and who love me even though I’m not a medical doctor Tilak Raj Aneja, to whom I owe more than I will ever know Paul, for loving me both because of and despite this iii ACKNOWLEDGMENTS First and foremost, I would like to express my gratitude to Dr. Nelson Flores, my dissertation chair and mentor throughout the simultaneously challenging and invigorating process of being and becoming a scholar, researcher, and educator. Without his guidance, these endeavors would have been impossible. I would also like to recognize my other committee members: Diane Larsen-Freeman, whose groundbreaking work in complexity theory and language development intrigued me from my first year; Dr. Betsy Rymes, whose constant attention to young people as languagers themselves kept my research focused and grounded; and Dr. Miriam Eisenstein-Ebsworth, whose guidance made data collection possible and writing pleasurable. My special thanks to my research participants, who took considerable time out of their packed schedules to speak with me. Also to other students, faculty, staff, researchers, and others who supported me in my time at Northern University. Particularly, to Anna Marie and Marsha, who welcomed me into their classes and introduced me to their students. I am deeply grateful to the faculty and staff in the Educational Linguistics department at the University of Pennsylvania, particularly to Nancy Hornberger, Santoi Wagner, Sarah Peyton, Mary Schlesinger, Suzanne Oh, and Kristina Lewis. Also to the Educational Linguistics students, who over the years, read, heard, and critiqued many incarnations of this work in papers, presentations, publications, and late-night conversations, and whose support in every aspect of professional, academic, and personal life has been invaluable. To the Christian Association at the University of Pennsylvania, especially Rob Gurnee and Megan LeCluyse, whose parental and pastoral advice, emotional and spiritual support, and above all friendship kept the light at the end of the tunnel burning bright. Also, to Athena Burkett, Zach Burchill, Bradley Sinkaus, Melanie Young, Crissy Bowen, Rob (the Carver), Rob (the Linguist), Collin Boots, Becky Vandewalle, and many others I met there who made Penn a home away from home. To the NNEST Interest Section of TESOL International, especially Bedrettin Yazan, Ali Fuad Selvi, Nathanael Rudolph, Ahmar Mahboob, George Braine, Rashi Jain, Gloria Park, and others who welcomed me to a community of scholars and activists. To my undergraduate thesis advisor, Dr. Martha J. Hardman and her husband Dr. Dimas Bautista, whose lessons in life and linguistics will stay with me always. To Mrs. White and Mr. Hanna, who laid scholarly and personal foundations whose depth and integrity I could not fully appreciate at the time. Lastly, to my parents and husband, who continue to love and support me despite the last six years (and also, perhaps a bit, because of them). iv ABSTRACT (NON)NATIVE SPEAKERING: THE (DIS)INVENTION OF (NON)NATIVE SPEAKERED SUBJECTIVITIES IN A GRADUATE TEACHER EDUCATION PROGRAM Geeta A. Aneja Nelson Flores Despite its imprecision, the native-nonnative dichotomy has become the dominant paradigm for categorizing language users, learners, and educators. The “NNEST Movement” has been instrumental in documenting the privilege of native speakers, the marginalization of their nonnative counterparts, and why an individual may be perceived as one or the other. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying nativeness and nonnativeness as objectively distinct categories. In this dissertation, I adopt a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that I term (non)native speakering. I first use this framework to analyze the historico-political milieu that made possible the emergence of (non)native speakered subjectivities. Then, I turn to the production of (non)native speakered subjectivities in K-12 and higher education language policies, as well as their impact on the professional identity development of pre- service teachers. Next, I consider the relationship between (non)native speakering and other processes of linguistic marginalization in which language is implicit, as well as how teacher educators can resist (non)native speakering and move towards a more equitable v paradigm of language and language education. This inquiry draws on qualitative data from teacher education courses at a large US university, including course texts, policy documents, observational field notes, interviews, and focus group data. In the conclusion, I consider the implications of (non)native speakering as a theoretical and analytical frame, as well
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