Sessions /
Nonnative Teachers’ Cognition: A Duoethnography #595

Sat, Nov 21, 11:55-12:20 JST | Zoom 20
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This presentation explores how cognition and teaching context shape the mental lives of nonnative English teachers in Japan. Duoethnographic perspectives highlight the analysis of semi-structured conversations on three main themes: academic diaspora, lived experiences, and native speakerism in the workplace. This presentation aims to be a springboard for future directions that could help uplift the collective reputation of nonnative English teachers and promote educational equity.

Marinette Ishizaki

Marinette Ishizaki

Indiana University
I have been teaching English for over ten years in various contexts in the Philippines and in Japan. At present, I am working on my graduate education in Literacy, Culture and Language Education. My interests include World Englishes, English as a Lingua Franca, multilingualism, language education, critical literacy, sociology and social sciences.
Prumel E. Barbudo

Prumel E. Barbudo

Yokohama City University
I am the current chapter president of West Tokyo JALT. I have been teaching for over 18 years in the Philippines and Japan in diverse contexts, and I hold an M.A. in English Education. Drawing from my experiences as a former Japanese Government Monbukagakusho scholar on teacher development research, I am a strong advocate of equal language teacher recognition and equity issues for nonnative English speaker teachers in Japan. My research interests include ethnography in education, task-based language teaching, and interlanguage pragmatics.