earticle

영어

This paper examined how a Korean-American NEST produces her stories to live by in the context of a Korean university in which ‘nativeness’ and ‘whiteness’ factors have much values on native English speaking teachers. The teacher stories of a Korean-American NEST were analysed, interpreted and understood under narrative inquiry method (Clandinin & Connelly, 2000). As a result of the study, four implications from her narrative emerged: Firstly, she constructed valuable meanings about being a teacher. Secondly, she did not feel any type of inequality or discrimination as an ESOL teacher of color in the Korean school context. Thirdly, she shaped very positive meanings in ‘being viewed as Korean’ as living in the Korean university context as a NEST. Lastly, she negotiated her NEST identities with cultural characteristics, not with color of face. The study expects positive resonance in all teachers’ minds, thus leading them to think about ‘who I am,’ and ‘who I am becoming’.