How a Non-Native Speaker Constructs Positive Identities in a Master’s Teacher-Training Program in Canada

Abstract

In this paper on how a non-native English speaker (NNES) constructs positive identities, I argue that a Master’s teacher-training program in Canada has offered me resources, support as well as space to develop my own complex identities (Norton & Toohey, 2011). Speaking from the perspectives of a NNES, I aim to encourage pre-service or in-service teachers to think positively of themselves with my personal anecdotes. I first discuss constructs of Norton & Gao’s (2008) identity and investment, and how my identity has been (re)shaped in the particular sociocultural context in a Canadian university. My investment in the current program does not just help me improve the target language, but rather increase my cultural capital. Then, I analyze Bakhtin’s dialogism (as cited in Johnson, 2014), and relate the concept to illustrate the significance of engaging myself in a dialogue with peers and professors, and how everything people say or do has a meaning in relation to others. Lastly, I address the notions of interactive others (Kettle, 2005) along with multicompetence (Cook, 1996, as cited in Block, 2003). Interactive others provide audible space for people to be heard, and how they have made a difference in my life. As a NNES, I am not a failed monolingual, but a multicompetent language user who has knowledge of not just one language in my own mind (Cook, 1996). I hope to bring positive influences on those who will enter the job market soon.