| This study is a qualitative, quantitative investigation of how nonnative speakers of English construct a professional identity as teachers of English composition and rhetoric in freshman classes in an American University and how their students perceived such identity. A sample of 4 participants teaching ENG 1301 Rhetoric and Composition classes were recruited. Data was gathered through personal interviews with instructors, questionnaires, class observations, and students' anonymous survey at the end of their course to measure course satisfaction and their perception of their nonn-ative speaker instructors. The investigation revealed that in order to develop a Professional Identity, non-natives speakers of English as teachers of composition need to find an alignment between their individual subjectivities and the cultural expectations of the profession. |
