1. Language Dealing IATEFL Liverpool Friday, April 12, 2013
Professor Susan Barduhn
SIT Graduate Institute
Vermont, USA

2. If English were a drug, expatriate teachers would be the dealers ….

3. Session Outline The “drug” Postmodernity The knight errant metaphor
The “dealers”
More “dealers”: teachers of Mandarin/Putonghua
So what?

6. IT I
THOU
Hawkins, D. (1974). The informed vision: Essays on learning and human nature. New York: Agathorn Press.

8. Postmodernity

9. Bill Johnston: “The Expatriate Teacher as Postmodern Paladin”
Postmodernity is concerned with:
marginality and with those traditionally marginalized in social or other ways
Encounters that take place in marginal or border territory
He suggests that ELT as a whole is a marginal occupation.
He makes provocative parallels between EFL teachers and medieval knights errant.

11. Appadurai’s “Scapes”: Five dimensions of cultural flow
Mediascapes
Ideoscapes
Technoscapes
Financescapes
Ethnoscapes
Appadurai, A. 1990

13. The “dealers”

14. Who are we?

15. Cultural Identity
Perceptual groups vs. identity groups

16. Cultural Identity Perceptual groups vs. identity groups
avowed / ascribed identities
Cultural marginality
antevasin
encapsulated vs. constructive marginals

17. Cultural marginality Encapsulated marginal Constructive marginal
No recognized reference
group
Conscious of self
Troubled by ambiguity
Never “at home”
Marginal reference group
Conscious of choice
Intrigued by complexity
Never not “at home”
Bennett, J. (1993). Cultural marginality: Identity issues in intercultural training.

18. What motivated you to go to live in each country?
Personal development
Adventure
Professional
development
Romantic involvement
or complications
Family
Politics
Service
Love of teaching
Looking for greener
pastures
Culture
Foreign language
Career advancement
Economic reasons
Attracted to change or
risk
Religion
Idealism
Peace Corps
Running away from
something
Travel

19. What motivated you to go to live in each country?
Country 1: Travel, adventure, Peace Corps
Country 2: Prof dev, culture, love of teaching
Country 3: Love of teaching, prof dev, career advancement
Country 4: Career advancement, economics, prof dev
Country 5: Prof dev, career advancement, economics
Country 6: Family, attracted to change and risk, prof dev
Country 7: Love of teaching, prof dev, attracted to change
and risk
Country 8: Looking for greener pastures, attracted to
change and risk, personal development

20. What motivated you to go to live in each country?
Country 1: Travel, adventure, Peace Corps
Country 2: PROF DEV, culture, love of teaching
Country 3: Love of teaching, PROF DEV, career
advancement
Country 4: Career advancement, economics, PROF DEV
Country 5: PROF DEV, career advancement, economics
Country 6: Family, attracted to change and risk, PROF DEV
Country 7: Love of teaching, PROF DEV, attracted to change
and risk
Country 8: Looking for greener pastures, attracted to
change and risk, PERSONAL development

22. Eight qualitative questions about attitudes and reflections on the teaching of English and its place in the globalizing world
1. In what ways has your attitude changed towards your country of origin since living overseas? 2. In what ways have your attitudes changed towards the teaching of English since working abroad? (Methodology, perceived needs of students, wider attitudes as to the role of English, etc.)? 3. In what ways do you feel that your presence has made an impact on people in countries where you have taught? 4. In what ways do you feel the cultures of the countries where you have lived have had an impact on you?

23. 5. What is your perception of the role of English in the world today
 5. What is your perception of the role of English in the world today? Is it culture-bound or truly international?
6.   In what ways do you think expatriate teachers of English have had an influence on the spread of English around the world?
7.   In what ways do you think expatriate teachers of English have had an influence on trends in teacher training around the world?
8.   What have you done for your own professional development since you started teaching English?

24. More “dealers”: Teachers of Mandarin/Putonghua CLT = Chinese Language Teaching

25. Eight qualitative questions about attitudes and reflections on the teaching of Mandarin and its place in the globalizing world
1. In what ways has your attitude changed towards your country of origin since living overseas? 2. In what ways have your attitudes changed towards the teaching of Mandarin since working abroad? (Methodology, perceived needs of students, wider attitudes as to the role of English, etc.)? 3. In what ways do you feel that your presence has made an impact on people in countries where you have taught? 4. In what ways do you feel the cultures of the countries where you have lived have had an impact on you?

26. 5. What is your perception of the role of Mandarin in the world today
 5. What is your perception of the role of Mandarin in the world today? Is it culture-bound or truly international?
6.   In what ways do you think expatriate teachers of Mandarin have had an influence on the spread of Mandarin around the world?
7.   In what ways do you think expatriate teachers of Mandarin have had an influence on trends in teacher training around the world?
8.   What have you done for your own professional development since you started teaching Mandarin?

27. So what?

28. What are we dealing?