A Liberatory Pedagogy for Non-Native Teachers of English

Yıl 2018, , 193 - 212, 01.12.2018

Yasemin Tezgiden Cakcak

https://doi.org/10.30964/auebfd.450234

Öz

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.

Anahtar Kelimeler

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

Öz

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.

Anahtar Kelimeler

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

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