1. 1) How is EFL discursively constructed as a practice in South Korea?
2. 2) How do “native” and “non- “native”” English language teachers make sense of the EFL discourse?
3. 3) How do the NESTs’ and NNESTs’ negotiate their EFL teacher identity while working together in one tertiary institution?
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Points to make in the discussion chapter:
1)Recruitment of teachers -Recruiting NESTs who cannot speak the local language and have no understanding of the local culture is highly problematic
2) NESTs perception towards Korean students- NESTs use a ‘deficit’ language to talk about the Korean students (they are cowards).
3)NESTs have a very narrow view of language teaching and learning.
4)NESTs Isolation from mainstream culture
(existence of personal issues linked to acculturation, with teachers continually being conscious of their status as a foreign national)
5) Tensions between policy and teachers’ experiences. NNESTs have experienced extensive prejudice because of the policies that are enacted.
6) NESTs face discrimination since they are be perceived as receiving special treatment compared to the NNESTs . The discrimination can cause conflict between the English teachers affecting their teaching ability.
7) TESOL teaching is seen as a ‘service.’ TESOL has traditionally focused on teaching language ‘skills.’
8) The importance of teacher training for NESTs.
9) The ‘supremacy’ of NESTs in Asian countries as TESOL educators is imbued/ ingrained in our thinking/ practice/ discourse that we aren’t even aware that we are privileging one group over another.
11. No teamwork between NESTs and NNESTs, which could be associated with the disparities created by the policies.
12.The preference of NESTs to NNESTs results in bias since a teacher should be defined more by the qualification they hold than the country of origin.
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