Enclosing native speakerism: students’, parents’ and teachers’ perceptions of language teachers

Colmenero, Kebir; Lasagabaster, David

doi:10.1080/01434632.2020.1865384

Cited by 20 publications

(15 citation statements)

References 26 publications

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“…The main rationale for advancing these critical remarks and investigating teachers' perspectives is that the TESOL and ELT industry have long been ruled by native‐speaker knowledge and norms (Colmenero & Lasagabaster, 2020). In particular, coloniality of language captures how the interdependence of the hegemonic trends of language practices and coloniality of power contributes to the subordination of the subaltern contexts and the concentration of theorizing‐power in TESOL under the Anglo‐sphere as a singular authority.…”

Section: Theoretical Framework: a Rationale For Tesol Within And For ...mentioning

confidence: 99%

Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

R’boul

Belhiah

2023

TESOL Quarterly

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Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding‐circle spaces. This research is a critical qualitative study that examines how neo‐nationalist policies are potentially transforming TESOL classes in Morocco. By focusing on TESOL teachers' reactions, we seek to reveal the range of impacts that recent nationalist policies have had on English teaching in Morocco and discuss pedagogical possibilities that can balance internationalist and nationalist desires in the country. In addition, we attempt to investigate how understandings of the nation are actualized in classrooms and how English language teaching practices and policies account for the ideas about the Moroccan nation. The study highlights how English language teachers make sense of debates surrounding English as a threat to national languages and how they can be agentive in realizing change through critical pedagogical interventions with nationalism and the concept of nation.

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Section: Theoretical Framework: a Rationale For Tesol Within And For ...mentioning

confidence: 99%

Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

R’boul

Belhiah

2023

TESOL Quarterly

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“…With the ambivalent double definitions of English in policy documents English teachers also exhibit ambivalent perspectives on the language and ideal teaching model (Eriksson 2019;Forsberg, Mohr, and Jansen 2019;Llurda and Huguet 2003;Colmenero and Lasagabaster 2020). For example, through their questionnaire distributed to English teachers in Germany and Sweden, Forsberg et al (2019) found that teachers focus on communicative competence, for which, they 'do not claim that the goal is native-like "correct English"' (51).…”

Section: Ambivalence In Language Policies and English Education: Zooming Into Europementioning

confidence: 99%

“…Question: "I want to sound like an English native speaker" (1 = strongly disagree & 6 = strongly agree) Since the two student groups from Spain and Sweden were heterogeneous, to understand the above results, we considered their ages, international experiences, how they use English, and the orientations of their own eTwinning instructors (i.e., the authors). As indicated in their ages (19-29 years old, mean age = 19.87), most Spanish students graduated from upper-secondary school recently, and thus they might still be aligned with their upper secondary English teachers' views, which were likely to be NScentred (Eriksson 2019;Forsberg et al 2019;Llurda and Huguet 2003;Colmenero and Lasagabaster 2020), more than Swedish students who were much older (19-46 years old, mean age = 27.22) and had years of life experience after upper secondary school education. In fact, there was a negative correlation between respondents' ages and their ratings for "I want to sound like an English native speaker": non-parametric Spearman's rho = -.482, p = 0.…”

Section: Divergence In Ns-centricitymentioning

confidence: 99%

Why are Euro ELF (English as a lingua franca) user attitudes ambivalent? Pre-service teachers from Spain and Sweden

Jeong¹,

Ruiz²,

Wilhelmsson³

2021

Preprint

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English as a lingua franca, or ELF is a well-known concept referring to English used as a contact language among people from different linguistic backgrounds. ELF users are thus people using English as ELF. This study investigated the ELF user attitudes of pre-service teachers from Spain and Sweden, towards English and its users. From the convergences and divergences of their attitudes, it emerged that the ELF user attitudes of the two European student cohorts tended to be ambivalent, mixed, and self-contradictory. After discussing factors for participants’ attitudinal tendencies, we conclude that the ambivalence in their overall attitudes seem to mirror the ambivalence of the ‘double’ definitions of English in policy documents, which are largely incompatible in setting the goals of teaching and learning the language. We suggest that university teaching help pre-service teachers experience real-life use of English and critically engage with policy documents for future teaching practices.

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“…In the English Language Teaching (ELT) profession, Non-Native English Speakers Teachers (NNESTs) have taught side by side with Native English Speaker Teachers (NESTs) for over a century. Under such a global context, the number of NNESTs has already outnumbered the NESTs (Colmenero & Lasagabaster, 2020). Additionally, Medgyes (1999, as cited in Moussu & Llurda, 2008 stated that more non-native English speakers than native English speakers are enrolled in EFL TESOL programs.…”

Section: Introductionmentioning

confidence: 99%

“…NNESTs are subjected to unfair comparisons with NESTs, which lowers their self-esteem and eventually has a negative impact on their ability to perform as teachers (Javid, 2016). It has been reported that both students and non-native speaking teachers (NNSTs) themselves frequently view the verbal skills of NNSTs as being less-thanfull-fledged (Colmenero & Lasagabaster, 2020).…”

Section: Introductionmentioning

confidence: 99%

Do Native and Non-Native English Speaker Teachers Really Matter?: EFL Chinese Undergraduate Students' Perceptions in A Sino-Foreign University

Echiverri

Mei²,

Liu³

2021

Intern. j., second, foreign lang. educ.

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This descriptive-exploratory paper investigated Wenzhou-Kean University students' perceptions of their Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs) in the aspects of linguistic, teaching, and personal factors. The mixed method collected information from 400 survey respondents and 16 interviews. Many agreed they learn better authentic pronunciation from NESTs' fluency and pronunciation, while more than half perceived NNESTs could better teach EFL students to remember and use words in sentence construction. About half claimed that NNESTs prepared teaching materials are more understandable because of their sensitivity to the EFL students' English language learning difficulties. Many students perceived that NESTs employ more engaging teaching methods to explain lessons with better clarity and effective student learning. Many felt nervous talking to NESTs because of possible misunderstandings from language barriers. A majority agreed that NNESTs' competence and overseas working experience make their qualifications comparable to NESTs in English language teaching.

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Enclosing native speakerism: students’, parents’ and teachers’ perceptions of language teachers

Cited by 20 publications

References 26 publications

Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

Why are Euro ELF (English as a lingua franca) user attitudes ambivalent? Pre-service teachers from Spain and Sweden

Do Native and Non-Native English Speaker Teachers Really Matter?: EFL Chinese Undergraduate Students' Perceptions in A Sino-Foreign University

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