저자 명 : Kim , Jeongyeon , Smith , Hye Young 
 간행물 정보 : 『 사회 언어학 』 27 권 2 호 , 25 ~ 50 쪽 , 전체 26 쪽 
 Kim , Jeongyeon , Smith , Hye Young . ( 2019 ) . Beyond Nativeness versus Nonnativeness in the Construction of Teacher Identity in the Context of Korean as a Foreign Language . 사회 언어학 , 27 ( 2 ) , 25 - 50 . 
 Kim , Jeongyeon , Smith , Hye Young . " Beyond Nativeness versus Nonnativeness in the Construction of Teacher Identity in the Context of Korean as a Foreign Language . " 사회 언어학 , 27 . 2 ( 2019 ) : 25 - 50 . 
 This study examines multiple language - identities embedded within the emerging professional teacher identity of international graduate students teaching Korean as a foreign language ( KFL ) . Situated in the context of Korean classrooms at an American university , this study draws data from two rounds of interviews with three instructors ( one nonnative and two native Korean speakers ) . The qualitative analysis reveals that their professional teacher identity revolves around multiple language identities grounded in their L 1 cultural norms and perceived English language proficiencies . Their views and undertakings of local cultural norms indicate the varying ways in which these instructors projected their L 1 and L 2 identities onto their emergent teacher identity . Given the vexed relationship between notions of teacher authority in her L 1 Japanese culture and the local norms of interaction , the nonnative teacher maintained authority by establishing a certain distance from her students . By contrast , the native teachers accommodated the local understandings of teacher authority and ( re ) shaped their view of a teacher to the locally - defined professionalism , a teacher like ‘ a friend ’. The negotiated identity of the KFL teachers improved classroom interaction and engendered positive view about teaching . The findings are discussed to highlight foreign language teacher identity in a teacher education program .