Obstacles or difficulties that non-native English-speaking teachers (NNESTs) encounter caused by society or systems, for example Canadian credentials and experience.
Published in Chapter:
Overcoming Racism and Discrimination: Experiences of Vietnamese ESL Teachers in Canada
Elena Tran (Niagara College, Toronto, Canada & Sheridan College, Canada) and
Thu Thi-Kim Le (Ho Chi Minh City University of Technology and Education, Vietnam & University of Windsor, Canada)
Copyright: © 2024
|Pages: 21
DOI: 10.4018/978-1-6684-9029-7.ch003
Abstract
Although the global workforce becomes increasingly diverse, many minority groups are still standing in the path of multiple forms of exclusion. Among them are the non-White and non-native English-speaking teachers who are striving to prove their credentials and secure their careers throughout the world. The purpose of this paper is to examine the challenges faced by two Vietnamese ESL teachers pursuing their careers in Ontario, Canada. The researchers utilized a collaborative autoethnography approach developed by Ngunjiri et al. (2010) to share and analyze their experiences. This involved four key steps: preliminary data collection, subsequent data collection, data analysis and interpretation, and report writing. Through this iterative process, they engaged in both individual and team activities, revisiting previous steps to enhance data collection, analysis, or interpretation as needed. The findings revealed the unique obstacles that they encountered from various sources, including society, schools, students, and native-speaking colleagues. These challenges encompassed systemic discrimination against minority Asian professionals when recrediting their credentials, marginalizing the hiring process and being treated as outsiders within the field. By amplifying their unheard voices, the researchers aim to contribute to a more inclusive and equitable English as a Second Language (ESL) industry in Ontario.