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1Kanda University of International Studies, Japan; 2Keiai Gakuen Senior High School
This presentation introduces a duoethnographic study based on how experiences of native-speakerism have shaped the careers of one native English speaking teacher (NEST) and one local English teacher (LET) in Japan. Duoethnographic studies aim to disrupt predominant narratives through reflexive dialogue between juxtaposed perspectives. In this study, it was found that our discussions on the topic of native-speakerism transformed our views on our respective positions in language teaching as well as encouraged us to examine our own standing as professionals and people. The potential benefits of duoethnographic research as a tool for teacher development will also be discussed.