A Liberatory Pedagogy for Non-Native Teachers of English

Abstract

Native English speaking teacher of English/non-native English speaking teacher of English (NEST/NNEST) inequity has been a well-documented reality in the foreign language education field. Interpreting the dichotomy of NEST/NNEST from Freire's theoretical perspective, this article provides insights into the internalization of native speakerist ideology by large numbers of non-native teachers of English. Using Freire's understanding of the relationship between the oppressor and the oppressed, this article argues that non-native teachers of English are divided beings: they are both themselves and the consciousness of the native speaker they internalized. Following Freire's liberatory pedagogy, this article suggests a dialogical problem-posing education for overcoming NEST-NNEST inequity in English language teacher education in Turkey.

Keywords

• Native and non-native English speaking teacher of English inequity,Freire's liberatory pedagogy,native speakerism,English teacher education.

Anadili İngilizce Olmayan İngilizce Öğretmenleri için Özgürleştirici Pedagoji

Abstract

İngilizce öğretmenliği alanyazınında anadili İngilizce olan öğretmenler ile anadili İngilizce olmayan öğretmenler arasındaki eşitsizlik üzerine pek çok çalışma vardır. Söz konusu eşitsizliği Freire’nin kuramsal bakış açısından inceleyen bu çalışma, anadili İngilizce olmayan çok sayıda İngilizce öğretmeninin içselleştirdiği anadili İngilizce olanların çıkarına olan anadilci ideolojiye ilişkin bir analiz sunmaktadır. Freire’nin ezen ezilen çelişkisi üzerine yaptığı çözümlemeyi kullanan bu çalışma anadili İngilizce olmayan İngilizce öğretmenlerinin benliğinin ikiye bölünmüş olduğunu savunmaktadır: söz konusu İngilizce öğretmenlerinin benliği bir yandan kendi benlikleriyken bir yandan içselleştirdikleri anadili İngilizce olan bireylerin benliğidir. Freire’nin özgürleştirici pedagojisinden yararlanan bu çalışma anadili İngilizce olan öğretmenler ile olmayan öğretmenler arasındaki bu eşitsizliği gidermek için Türkiye’deki İngilizce öğretmeni eğitimi programlarında diyaloğa dayalı problem tanımlayıcı eğitimin kullanılmasını önermektedir.

Keywords

• Anadili İngilizce olan - olmayan öğretmen eşitsizliği,Freire'nin özgürleştirici pedagojisi,anadilcilik,İngilizce öğretmeni eğitimi.

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