Square-Headed Frogs and World Citizens: Attitudes and Identities of ESL Teacher Candidates in Québec

Steinbach, Marilyn; Kazarloga, Viktoria

doi:10.1080/15348458.2014.958038

Cited by 5 publications

(12 citation statements)

References 27 publications

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“…While the connection between higher status and native English speaker-identity is more straightforward in other language teaching contexts (e.g., Alvarez, 2020), the situation in the French language schools in Quebec is more complex. In these contexts, maintaining a Francophone identity is sometimes more important than demonstrating proficiency in the target language-English) (Ministère de l'Éducation du Québec (MEQ), 2021; Steinbach & Kazarloga, 2014). Just who determines the linguistic identity of future ESL teachers -native, non-native, Francophone, or other-is another site of tension for language teachers in Quebec.…”

Section: Linguistic and Bilingual Identity Theorymentioning

confidence: 99%

Navigating Linguistic Identities: ESL Teaching Contexts in Quebec

Riches¹,

Parks²

2021

TESL Canada

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Linguistic identity is deeply embedded in how individuals identify within groups and cultures (Gee, 2000; Sachs, 2005). The contexts of English as a second language (ESL) teaching in Quebec and ESL teachers’ range of linguistic repertoires provide an interesting landscape for considering issues of identity, equity, and acceptance (De Costa & Norton, 2017; Norton, 2014). Through surveys, interviews and focus groups with pre- and in-service ESL teachers, we explore how language and professional identities develop through the lens of French/English identity intersections and acceptance in these teaching contexts. Our findings show a pattern that is unique to the ESL Quebec context: In French-language schools it is often how an ESL teacher’s linguistic identity is seen, rather than how they selfidentify that appears to be essential to their success in integrating into teaching communities. Our research has important implications for our understanding of the ways ESL teachers’ linguistic identities are performed and accepted within plurilingual contexts of teaching. « En fait, je suis francophone! . . . Mais ils me voient encore comme anglophone, même si je ne le suis pas du tout. » L’identité linguistique est profondément ancrée dans la façon dont les personnes s’identifient au sein des groupes et des cultures (Gee, 2000; Sachs, 2005). Les contextes de l’enseignement de l’anglais comme langue seconde (ALS) au Québec et l’éventail du répertoire linguistique des enseignants d’ALS fournissent un paysage intéressant pour envisager les questions d’identité, d’équité et d’acceptation (De Costa et Norton, 2017; Norton, 2014). Par l’entremise de sondages, d’entrevues et de groupes de discussion auprès des enseignants en service et des enseignants en formation d’ALS, nous explorons comment les identités langagières et professionnelles se forment par le prisme des intersections identitaires et de l’acceptation au sein de ces contextes d’enseignement. Nos résultats montrent un schéma qui est unique au contexte de l’ALS au Québec : dans les écoles francophones, il s’agit souvent de la manière dont l’identité linguistique de l’enseignant d’ALS est perçue plutôt que de la façon dont ils s’identifient qui semble être essentielle pour réussir à s’intégrer dans les communautés enseignantes. Notre recherche comporte des implications importantes pour notre compréhension des façons dont les identités linguistiques des enseignants d’ALS sont réalisées et acceptées au sein de contextes d’enseignements plurilingues.

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Section: Linguistic and Bilingual Identity Theorymentioning

confidence: 99%

Navigating Linguistic Identities: ESL Teaching Contexts in Quebec

Riches¹,

Parks²

2021

TESL Canada

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“…Even though the course helped students better understand WE, at the end of the term they still showed "stronger preference for traditional English varieties and [even] lower tolerance of New Englishes" (Yoshikawa, 2005, p. 360). Similarly, Derwing and Munro found that ESL students' preference for NS models was usually tied to the perception, among others, that they would earn the respect of NESs for speaking "well" (p. 547; a perception shared by some NNESTs in the study by Steinbach & Kazarloga (2014) who believed they would be considered more "professional" if they spoke with a NES accent). An interesting finding in this study was that almost none of the International Students (IE) in that group expressed dissatisfaction with their accents, whereas only one in four of ESL students said they were satisfied with theirs.…”

Section: Student Perceptions Of Nnes Accent With Regard To Pronunciatmentioning

confidence: 88%

“…Other elements that affect teacher practices as well as the development of the teaching materials they will use in the ELT classroom are the teachers' professional goals (Richards et al, 1992); how they thought they fared in the classroom and how that competence interrelates with their own personal identities (Steinbach & Kazarloga, 2014); the professional development opportunities they have beyond their formative years (Baker, 2011;Jusoh et al, 2011); the role of program administrators (Kang, 2015); and other factors beyond the teachers' control such as education policies at the local and country levels, as well as their perceptions of these policies and how to implement them (Cray, 1997;Kang, 2015).…”

Section: Professional Training and Teaching Experiencementioning

confidence: 99%

“…In this sense, Matsuda and Friedrich assert that the selection of English variety to be used in the classroom must carefully consider the learning context, future interlocutors with whom students will interact, student expected outcomes, student input, etc., while also making sure students are aware that the variety/ies chosen is/are just one/several of many and not, by any means, the correct one/s. A Québec study with NNESTs (Steinbach & Kazarloga, 2014) illustrates the disconnect that sometimes exists between highly intelligible NNESs pronunciations and the speakers' own measure of success in the language. In the study, an overwhelming majority of teacher participants (94%) expressed satisfaction with their accents, but half (55%) also said that they would acquire native-like pronunciation if they could.…”

Section: Lack Of Inter/multicultural Training and Awarenessmentioning

confidence: 99%

“…Excluding WE accents from the ELT curricula has certainly not helped spearhead research in the area of ELLs' perceptions regarding the issues that impede their own intelligibility. Studies on this topic have been largely ignored (Steinbach & Kazarloga, 2014), mainly because a vast majority of researchers don't consider empirical, self-awareness reports of accent reliable enough for such findings to be implemented in the classroom (Dlaska & Krekeler, 2008). As a result, research on NNES accent has primarily focused on NES comprehensibility assessments of NNESs' accents, and this research represents the bulk of what informs materials development and pronunciation instruction practices (Derwing & Munro, 1997;Flege, 1988;Kraut & Wulff, 2013;Kubota, 2001;& Murphy, 2013).…”

Section: Literature Regarding Student Self-perceptions Of Accentmentioning

confidence: 99%

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Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings

Arrieta¹

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The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre-and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English". i Dedication I dedicate this study to Dr. Kimberley Brown, my thesis advisor, inexhaustible fountain of knowledge, and main supporter throughout this process. Your compassion and encouragement through difficult times inspired me to push ahead even when I doubted myself. I am forever grateful for your guidance and support. I also dedicate this study to non-native ELTs everywhere. Because I know how challenging it can be, at times, to be one. ii Acknowledgments I would like to thank my husband and the best partner in life I could have hoped for, Adam, for supporting me every step of the way. I would have never been able to devote this much time and effort to this study without your loving support and encouragement. I would also like to thank my committee advisors, Dr. Lynn Santelmann and Dr. Jeff Conn, for their thoughtful insights and feedback. Lastly, I would like to thank my friend, Eric, for listening to endless chatter about WE and linguistics, just because he is that great a friend.

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The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018

Calafato

2019

Lingua

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Square-Headed Frogs and World Citizens: Attitudes and Identities of ESL Teacher Candidates in Québec

Cited by 5 publications

References 27 publications

Navigating Linguistic Identities: ESL Teaching Contexts in Quebec

Navigating Linguistic Identities: ESL Teaching Contexts in Quebec

Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings

The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018

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