Native versus Nonnative: A Literacy Teacher Educator’s Story

Authors

  • Cheu-Jey Lee Indiana University-Purdue University Fort Wayne

DOI:

https://doi.org/10.20360/G2VC7P

Keywords:

critical literacy, nonnative English speakers, teacher education, literacy education

Abstract

This paper presents a story of a nonnative English-speaking teacher educator who prepares native English-speaking pre- and in-service teachers to teach literacy/language arts in elementary school. It portrays what the teacher educator has experienced in exploring the meaning and purpose of literacy education for native speakers. A critical investigation of the teacher educator’s pedagogical practices in relation to his philosophical perspectives stands out as the backbone of the story. Through this investigation, the tension between “native” and “nonnative” is cast in a new light and argued to be a positive quality that should be valued in the field of literacy education.

Author Biography

Cheu-Jey Lee, Indiana University-Purdue University Fort Wayne

Cheu-jey Lee is an assistant professor in the School of Education at Indiana University-Purdue University Fort Wayne. He is also the co-editor of the Scholarlypartnershipsedu journal. His primary teaching responsibilities include methods courses in language arts and critical reading.

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Published

2010-11-17

How to Cite

Lee, C.-J. (2010). Native versus Nonnative: A Literacy Teacher Educator’s Story. Language and Literacy, 12(1), 46–56. https://doi.org/10.20360/G2VC7P

Issue

Section

Articles