Chapter 4: Rising from the Margin: Exercising Agency as a ‘Nonnative’ English-speaking Teacher by May Kyaw Oo
Abstract
ESL/EFL teachers who do not speak English as a mother tongue often suffer from injustices due to the ‘native-nonnative’ dichotomy that is pervasive in the industry. One example of these inequities are discriminatory practices in hiring, where some teachers of English may receive more preferential treatment than others merely because of their race, ethnicity, or nationality. Another example of discriminatory treatment are the casual microaggressions, or everyday slights or indignities teachers of color may experience in their everyday workplace interactions. Drawing on her experience as a Myanmar national and ELT professional who has worked in Thailand and Japan, this autoethnographic essay is a contribution to the ever-growing list of narratives written by teachers who have experienced similar issues. This chapter includes practical tips and strategies for recognizing and exercising one’s agency and potential for empowerment, even in restrictive work environments where there may be very little support.
About the Contributor
May Kyaw Oo is a Myanmar national who is currently serving as an assistant professor at the Center for Language Studies at Nagasaki University. She completed her first M.A. in English literature from Assumption University in Thailand and her second M.A. in TESOL from the University of Exeter, UK. Her research interests include second language (L2) writing, L2 reading, and equity issues, especially within the TESOL field. She is currently coordinating the Special Course for Academic Skills (SCAS) program.
Citation
Oo, M. K. (2022). Rising from the margin: Exercising agency as a ‘nonnative’ English-speaking teacher. In G. P. Glasgow (Ed.), Multiculturalism, language, and race in English education in Japan: Agency, pedagogy, and reckoning (pp. 114–131). Candlin & Mynard ePublishing. https://doi.org/10.47908/26/4
ESL/EFL teachers who do not speak English as a mother tongue often suffer from injustices due to the ‘native-nonnative’ dichotomy that is pervasive in the industry. One example of these inequities are discriminatory practices in hiring, where some teachers of English may receive more preferential treatment than others merely because of their race, ethnicity, or nationality. Another example of discriminatory treatment are the casual microaggressions, or everyday slights or indignities teachers of color may experience in their everyday workplace interactions. Drawing on her experience as a Myanmar national and ELT professional who has worked in Thailand and Japan, this autoethnographic essay is a contribution to the ever-growing list of narratives written by teachers who have experienced similar issues. This chapter includes practical tips and strategies for recognizing and exercising one’s agency and potential for empowerment, even in restrictive work environments where there may be very little support.
About the Contributor
May Kyaw Oo is a Myanmar national who is currently serving as an assistant professor at the Center for Language Studies at Nagasaki University. She completed her first M.A. in English literature from Assumption University in Thailand and her second M.A. in TESOL from the University of Exeter, UK. Her research interests include second language (L2) writing, L2 reading, and equity issues, especially within the TESOL field. She is currently coordinating the Special Course for Academic Skills (SCAS) program.
Citation
Oo, M. K. (2022). Rising from the margin: Exercising agency as a ‘nonnative’ English-speaking teacher. In G. P. Glasgow (Ed.), Multiculturalism, language, and race in English education in Japan: Agency, pedagogy, and reckoning (pp. 114–131). Candlin & Mynard ePublishing. https://doi.org/10.47908/26/4
Information About the Book
Title: Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning
Editor: Gregory Paul Glasgow
Publication date: March 2023
Read more...
Title: Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning
Editor: Gregory Paul Glasgow
Publication date: March 2023
Read more...