Research Article
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Öğretmen Adaylarının ‘yerli konuşmacılık’ İdeolojisini Nasıl Algıladıkları

Year 2019, Volume: 9 Issue: 1, 7 - 20, 15.04.2019
https://doi.org/10.19126/suje.480848

Abstract

Bu niteliksel çalışmada anadili İngilizce olmayan Türk İngilizce
öğretmen adaylarının İngilizce öğretimi alanında yaygın bir bakış açısı olan
yerli-konuşmacılık idelolojisini nasıl algıladıkları incelenmiştir.
Araştırmanın niteliksel verisini, araştırmacı tarafından öğretmen adaylarına
verilen iki soruya kompozisyon biçiminde yazılan yanıtlar oluşturmaktadır.
Katılımcılar Türkiye’de İngilizce öğretimi alanında yerli-konuşmacılık
idelolojisinin özellikle işe alımlarda kesinlikle var olduğunu düşünmektedirler.
Çalışma bulguları, katılımcı öğretmen adaylarının, İngilizce öğretmenlerinin
anadili İngilizce olanlar ve olmayanlar olarak sınıflandırılmasına karşı
çıktıklarını ve Ortak Dil Olarak İngilizce (ODİ) ve Dünya İngilizceleri (Dİ)
paradigmaları konusunda da farkındalıklarının yüksek olduğunu göstermektedir. 

References

  • Aneja, G. A. (2016). (Non)native speakered: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50, 572–596.
  • Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System, 35, 407–430.
  • Holliday, A. (2005). The struggle to teach English as an International Language. Oxford: Oxford University Press.
  • Houghton, S. A., & Rivers, D. J. (2013). Native speakerism in Japan: Intergroup dynamics in foreign language education. Bristol: Multilingual Matters.
  • Kabel, A. (2009). Native-speakerism, stereotyping and the collusion of applied linguistics. System, 37, 12–22.
  • Karakaş, A. (2017). Students’ perceptions of ‘Good English’ and the underlying ideologies behind their perceptions. Journal of Language and Linguistic Studies, 13, 487–509.
  • Kim, H. (2011). Native speakerism affecting nonnative English teachers’ identity formation. ENGLISH TEACHING, 66, 53–70.
  • Kumaravadivelu, B. (2012). Individual identity, cultural globalization and teaching English as an international language: The case for an epistemic break. In L. Alsagoff, S. McKay, G. Hu, & W. Renandya (eds). Teaching English as an International Language: Principles and practices (pp. 9–27). New York, NY: Routledge.
  • Lowe, R. J., & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education, 3, 2–16.
  • Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1, 72−81.
  • Medgyes, P. (1999). Language training: A neglected area in teacher education. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 179–198). Mahwah: Lawrence Erlbaum.
  • Moussu, L. (2010). Influence of teacher-contact time and other variables on ESL students’attitudes towards native-and non-native-English-speaking teachers. TESOL Quarterly, 44, 746–768.
  • Nguyen, M. X. N. (2017). TESOL teachers’ engagement with the native speaker model: How does teacher education impact on their beliefs? RELC Journal, 48, 83–98.
  • Richards, L., & Morse, J. M. (2013). Qualitative methods. London: Sage Publications Inc.
  • Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49, 733–756.
  • Samuel, C. (2017). Non-native speakers of the language of instruction: Self-perceptions of teaching ability. The Canadian Modern Language Review, 73, 393–417.
  • Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34, 471–484.
  • Waters, A. (2007). Native-speakerism in ELT: Plus ça change…? System, 35, 281–292.
  • Wernicke, M. (2017). Navigating native-speaker ideologies as FSL teacher. The Canadian Modern Language Review, 73, 208–236.
  • Willis, J. W. (2007). Foundations of qualitative research. London: Sage Publications Inc.
  • Yin, R. K. (2011). Qualitative research from start to finish. New York, NY: The Guilford Press.

Turkish Teacher Candidates’ Perceptions of Native-Speakerism

Year 2019, Volume: 9 Issue: 1, 7 - 20, 15.04.2019
https://doi.org/10.19126/suje.480848

Abstract

This qualitative study explores the opinions of 23 preservice teachers
on native-speakerism in the English language teaching (ELT) profession. The
participants were asked to respond to a prompt in writing, with reference to
the situation in Turkey. They were at the same time doing a practicum, so they
were able draw on their experiences in their cooperating schools, where foreign
teachers were part of the staff. Their essays reflected a particular concern
with discrimination in hiring practices and a strong rejection of the
native-English-speaker teacher (NEST) / non-native-English-speaker teacher
(NNEST) divide. They also exhibited an awareness of other paradigms such as a
lingua franca (ELF) and World Englishes (WE). 

References

  • Aneja, G. A. (2016). (Non)native speakered: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50, 572–596.
  • Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System, 35, 407–430.
  • Holliday, A. (2005). The struggle to teach English as an International Language. Oxford: Oxford University Press.
  • Houghton, S. A., & Rivers, D. J. (2013). Native speakerism in Japan: Intergroup dynamics in foreign language education. Bristol: Multilingual Matters.
  • Kabel, A. (2009). Native-speakerism, stereotyping and the collusion of applied linguistics. System, 37, 12–22.
  • Karakaş, A. (2017). Students’ perceptions of ‘Good English’ and the underlying ideologies behind their perceptions. Journal of Language and Linguistic Studies, 13, 487–509.
  • Kim, H. (2011). Native speakerism affecting nonnative English teachers’ identity formation. ENGLISH TEACHING, 66, 53–70.
  • Kumaravadivelu, B. (2012). Individual identity, cultural globalization and teaching English as an international language: The case for an epistemic break. In L. Alsagoff, S. McKay, G. Hu, & W. Renandya (eds). Teaching English as an International Language: Principles and practices (pp. 9–27). New York, NY: Routledge.
  • Lowe, R. J., & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education, 3, 2–16.
  • Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1, 72−81.
  • Medgyes, P. (1999). Language training: A neglected area in teacher education. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 179–198). Mahwah: Lawrence Erlbaum.
  • Moussu, L. (2010). Influence of teacher-contact time and other variables on ESL students’attitudes towards native-and non-native-English-speaking teachers. TESOL Quarterly, 44, 746–768.
  • Nguyen, M. X. N. (2017). TESOL teachers’ engagement with the native speaker model: How does teacher education impact on their beliefs? RELC Journal, 48, 83–98.
  • Richards, L., & Morse, J. M. (2013). Qualitative methods. London: Sage Publications Inc.
  • Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49, 733–756.
  • Samuel, C. (2017). Non-native speakers of the language of instruction: Self-perceptions of teaching ability. The Canadian Modern Language Review, 73, 393–417.
  • Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34, 471–484.
  • Waters, A. (2007). Native-speakerism in ELT: Plus ça change…? System, 35, 281–292.
  • Wernicke, M. (2017). Navigating native-speaker ideologies as FSL teacher. The Canadian Modern Language Review, 73, 208–236.
  • Willis, J. W. (2007). Foundations of qualitative research. London: Sage Publications Inc.
  • Yin, R. K. (2011). Qualitative research from start to finish. New York, NY: The Guilford Press.
There are 21 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sibel Tatar

Publication Date April 15, 2019
Published in Issue Year 2019 Volume: 9 Issue: 1

Cite

APA Tatar, S. (2019). Turkish Teacher Candidates’ Perceptions of Native-Speakerism. Sakarya University Journal of Education, 9(1), 7-20. https://doi.org/10.19126/suje.480848