Native speakerism crossing borderscomparing stakeholders’ attitudes towards English and Basque native and non-native teachers

  1. Colmenero Perez, Kebir 1
  1. 1 Universidad del País Vasco (UPV/EHU)
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2024

Título del ejemplar: June

Número: 42

Páginas: 91-108

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI42.29393 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

Perceptions towards English native and non-native speaking teachers have drawn the attention of researchers in language acquisition. However, no study has examined its implications in the teaching of minority languages. This study aims to analyze 563 students’, parents’, and teachers’ attitudes and preferences towards English and Basque native and non-native teachers. Using questionnaires and group discussions, education stakeholders were questioned about their teacher preferences and their beliefs concerning assessment and support, attitudes, motivation, culture, and perceived linguistic abilities. Results revealed that education stakeholders appeared to assign concrete characteristics to native and non-native speaking teachers, regardless of the language under scrutiny.

Referencias bibliográficas

  • Andreani, W. & Puspa, U. (2017). English Teaching in Post-Colonialism Discourse: ESL Students’ Perception Toward English and Native English Teachers in Indonesia. Advance Science Letters 2(2), 1193-1196. https://doi.org/10.1166/asl.2017.7536
  • Augustyniak, A. (2021). Migrant Learners of Basque as New Speakers: Language Authenticity and Belonging. Languages 6 (116), 1-19.
  • Basque Goverment (2016). VI Encuesta Sociolingüística. Servicio Central de las Publicaciones del Gobierno Vasco. Accessed November 2, 2022. https://www.euskadi.eus/contenidos/informacion/argitalpenak/es_6092/adjuntos/Resumen_VI_Encuesta_Sociolingü%C3%ADstica_EAE_%202016_1.pdf
  • Basque Goverment (2021). Panorámica del Sistema Educativo Vasco. Servicio Central de las Publicaciones del Gobierno Vasco. Accessed August 2, 2023. https://isei-ivei.euskadi.eus/documents/635622/0/Diagnóstico+del+sistema+educativo_25_de_junio.pdf/10d8346f-bc09-487c-abf9-997682509687
  • Bloomfield, L. (1984). Language. Chicago: University of Chicago Press.
  • Boonsuk, Y., & Fang, F. (2021). Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad. Language and Education DOI: 10.1080/09500782.2021.1996595
  • Braun, V., & Clarke, V. (2012). “Thematic Analysis”. In Cooper, H., Camic, P., Long, D., Panter, A., Rindskopf, D. and Sher, K. (Eds.), APA Handbook of Research Methods in Psychology (pp. 57-71). American Psychology Association.
  • Cenoz, J. (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46, 71–86.
  • Ciriza, M. (2012). Basque natives vs. Basque learners: The construction of the Basque speaker through satire. Discourse, Context & Media 1, 173-182.
  • 01434632.2020.1865384
  • Codó, E. (2022). The dilemmas of experimental CLIL in Catalonia. Journal of Multilingual and Multicultural Development 43(4), 341-357.
  • Cook, V. (2016). Where is the native speaker now? TESOL Quarterly 50(1), 186-189.
  • Curdt-Christiansen, X. (2022). Family language policy and school language policy: can the twain meet? International Journal of Multilingualism 19(3), 466-475.
  • Curran, N. (2021). Discrimination in the gig economy: the experiences of Black online English teachers. Language and Education, DOI: 10.1080/09500782.2021.1981928
  • De Angelis, J. (2007). Third or additional language acquisition. Multilingual Matters.
  • Dewaele, J. (2018). Why the Dichotomy L1 Versus LX User Is Better Than Native Versus Non-Native Speaker. Applied Linguistics 39(2), 236-240.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguistics, Quantitative, Qualitative and Mixed Methodologies. Oxford: Oxford University Press.
  • Dörnyei, Z. (2010). Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.). New York: Routledge.
  • Echeverria, B. (2010). For whom does language death toll? Cautionary notes from the Basque case. Linguistics in Education: Current Research in Language and Education in Spain 21(3), 197-209.
  • Flors-Mas, A., & Manterola, I. (2021). The linguistic models of compulsory education in the Basque Autonomous Comunity and in Catalonia: a comparative view. Reviste de Lengua I Dret, journal of Language and Law 75, 27-45.
  • Gurkan, S., & Yuksel, D. (2012). Evaluating the contributions of native and non-native teachers to an English Language Teaching Program. Social and Behavioral Sciences 46, 2951-2958.
  • Han, Y., De Costa, P., & Cui, Y. (2016). Eamining the English language policy for ethnic minority students in a Chinese university: a language ideology and language regime perspective. Current Issues in Language Planning 17(3), 311-331.
  • Holliday, A. (2005). Native-speakerism. ELT Journal 60(4), 385-387.
  • Holliday, A. (2013). Native speaker Teachers and Cultural Belief. In Houghton, S. and Rivers, D. (Eds.), Native-speakerism in Japan. Intergroup Dynamics in Foreign Language Education (pp. 17-27). Bristol: Multilingual Matters.
  • Jenkins, J. (2015). Global Englishes: A Resourse Book for Students. Abingdon: Routledge.
  • Kiczkowiak, M., & Lowe, R. (2021). Native-speakerism in English language teaching: “native speakers” more likely to be invited as conference plenary speakers. Journal of Multilingual and Multicultural Development, 1-16. DOI: 10.1080/01434632.2021.1974464
  • Lasagabaster, D. & Sierra, J.M. (2005). The nativeness Factor: An Analysis of Students’ Preferences. ITL International Journal of Applied Linguistics 148, 21-43.
  • Lasagabaster, D. (2017). Language Learning Motivation and Language Attitudes in Multilingual Spain From an International Perspective. Modern Language Journal 101(3), 583-596.
  • Lasagabaster, D. (2022). English-Medium Instruction in Higher Education. Cambridge: Cambridge University Press.
  • Llurda, E., & Huguet, A. (2003). Self-awareness in NNS EFL Primary and Secondary School Teachers. Language Awareness 12, 1-14.
  • Ma, L. (2012). Advantages and Disadvantages of Native and Nonnative-English-Speaking Teachers: Student Peceptions in Hong Kong. TESOL Quarterly 46(10), 280-305.
  • Mirhosseini, S., & Khodakarami, S. (2016). Aspects of ‘English language education’ policies in Iran: ‘Our own belief’ or ‘out of who you are’? Journal of Multicultural Discourses 11(3), 283-299.
  • Moussu, L. (2010). Influence of Teacher-Contact Time and Other Variables on ESL Students’ Attitudes Towards Native – and Nonnative-English-Speaking Teachers. TESOL Quarterly 44(4), 746-768.
  • Muniain, F., Manterola, I. & Nandi, A. (2019). Educación plurilingüe con lenguas minoritarias en contextos de diáspora y su impacto en las políticas lingüísticas en familias neohablantes: el caso del gallego en Argentina. Language and Migration 11(2), 107-134.
  • Nandi, A. (2016). Language policies on the ground: Parental language management in urban Galician homes. Unpublished doctoral dissertation. Edinburgh: Heriot-Watt University.
  • Ortega, A., Urla, j., Amorrortu, E., Goirigolzarri, J., & Uranga, B. (2015). Linguistic identity among new speakers of Basque. International Journal of the Sociology of Language 231, 85-105.
  • Ortega, A., Goirigolzarri, J., & Amorrortu, E. (2021). Participatory action research to promote linguistic mudas among new speakers of Basque: design and benefits. Journal of Multilingual and Multicultural Development 43(1), 55-67.
  • O´Rourke, B., Pujolar, J., & Ramallo, F. (2015). “New Speakers of Minority Languages: The Challenging Opportunity – Foreword”. International Journal of the Sociology of Language 231, 1-20.
  • Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In Llurda (Eds.), Non-native language teachers: perceptions, challenges and contributions to the profession (pp. 283-303), Springer, New York.
  • O´Rourke, B. & Ramallo, F. (2011). The native-non-native dichotomy in minority language contexts. Language Problems and Language Planning 35(2), 139-159.
  • Pastor, R., & Poveda, D. (2020). Native Speakerism and the Construction of CLIL Competence in Teaching Partnerships: reshaping Participation Frameworks in the Bilingual Classroom. Language and Education 34(5), 469-487.
  • Rose, H., McKinley, J. & Galloway, N. (2020). Global Englishes and Language Teaching: A Review of Pedagogical Research. Language Teaching, 1-33.
  • Spolsky, B. (2009). Language management. Cambridge/New York: Cambridge University Press.
  • Todd, R. & Pojanapunya, P. (2020) Shifting attitudes towards native speaker and local English teachers: an elaborative replication. Journal of Multilingual and Multicultural Development 43(2), 111-121.
  • Tollefson, W. (2013). Language Policies in Education: Critical Issues. Routledge.
  • Troyan, J., & Auger, N. (2022). ‘Yes, but you were born in France’: Practiced language policies with culturally and linguistically diverse students in an elementary classroom in France. Language and Education, DOI: 10.1080/09500782.2022.2145902
  • Tsui, A. (2007). Complexities of identity formation: a narrative inquiry of an EFL teacher. TESOL Quarterly 41(4), 657-680.
  • Urla, J., Amorrortu, E., Ortega, A., & Goirigolzarri, J. (2018). Basque Standardization and the New Speaker: political Praxis and the Shifting Dynamics of Authority and Value. In Lane, Costa and De Korne (Eds.), Standardizing Minority Languages: Competing Ideologies of Authority and Authenticity in the Global Periphery (pp. 24-46). New York: Routledge.
  • Walkinshaw, I. & Oanh, D. (2014). Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan. SAGE Journals, 1-9.
  • West, J. (2004). Speaking Up! Adult ESL Students’ Perceptions of Native and Non-Native English Speaking Teachers. Unpublished doctoral dissertation, Dentin, TX. Accessed October 8, 2022: https://digital.library.unt.edu/ark:/67531/metadc4681/
Fuente de los datos: Dialnet