A Liberatory Pedagogy for Non-Native Teachers of English

Yıl 2018, Cilt: 51 Sayı: 3, 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.

Kaynakça

• Ali, S. (2009). Teaching English as an international English (EIL) in the Gulf Corporation Council (GCC) countries: The brown man's burden. In F. Shafirian (Ed.), English as an international language: Perspectives and Pedagogical Issue (pp. 34-57). Bristor: Multilingual Matters.
• Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64. doi: 10.1093/elt/56.1.57
• Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31, 580–583. doi:10.2307/3587841
• Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy and professional growth. Oxford: Routledge.
• Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
• Choi, L. J. (2016). Revisiting the issue of native speakerism: 'I don't want to speak like a native speaker of English.' Language and Education, 30(1): 72-85. doi: 10.1080/09500782.2015.1089887
• Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(1), 185-209. doi:10.2307/3587717
• Crystal, D. (2012). English as a global language. Cambridge, England: Cambridge University Press.
• Davies, A. (2008). The native speaker in applied linguistics. In A. Davies & C. Elder (Eds.). The handbook of applied linguistics (pp. 431-449). Oxford: Blackwell.
• Doerr, N. M. (2009). Investigating 'native speaker effects': Toward a new model of analyzing 'native speaker' ideologies. In N. M. (Ed.) The native speaker concept: Ethnographic investigations of native speaker effects (pp. 15-46). Berlin: Walter de Gruyter.
• Doğançay-Aktuna, S. (2006). Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum, 19(3), 278-295. doi: 10.1080/07908310608668768
• Freire, P. (1972). Cultural action for freedom. Harmondsworth: Penguin Books.
• Freire, P. (2005). The pedagogy of the oppressed. New York: Herder and Herder.
• García, O., & Wei, L. (2014). Translanguaging and education. In Translanguaging: Language, bilingualism and education (pp. 63-77). Palgrave Macmillan, London.
• Graddol, D. (2003). The decline of the native speaker. Translation today: Trends and perspectives, 152-167.
• Gramsci, A. (2000). Gramsci kitabı seçme yazılar 1916-1935. D. Forgacs (Ed.). (İ. Yıldız, Trans.). Ankara: Dipnot Yayınları.
• Hall, S. J. (2012). Deconstructing aspects of native speakerism: Reflection from in-service teacher education. The Journal of Asia TEFL, 9(3), 107-130. Retrieved from http://eprints.sunway.edu.my/440/1/Stephen%20Hall%202.pdf
• Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.) The Cambridge guide to second language teacher education (pp. 30-39). Cambridge: Cambridge University Press.
• Holliday, A. (2005). The struggle to teach English as an international language. Oxford: New York University Press.
• Holliday, A. (2014). Native speakerism. Retrieved from http://adrianholliday.com/wp-content/uploads/2014/01/nism-encyc16plain-submitted.pdf
• Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40(1), 157-181.
• Kachru, B. (1992). The other tongue: English across cultures. Urbana: University of Illinois Press.
• Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50(1), 66-85. doi: 10.1002/tesq.202
• Llurda, E. (2009). Attitudes towards English as an international language: The pervasiveness of native models among L2 users and teachers. In F. Sharifian (Ed.), English as an international language perspectives and pedagogical issues (pp. 119-134). Bristol: Multilingual Matters.
• Lowe, R., & Pinner, R. S. (2016). Finding the connections between native-speakerism and authenticity. Applied Linguistics Review, 7(1), 27-52. doi: 10.1515/applirev-2016-0002
• Macedo, D., Dendrinos, B., Gounari, P. (2003). The Hegemony of English. Boulder Colorado: Paradigm.
• Mahboob, A. (2005). Beyond the native speaker in TESOL. In S. Zafar (Ed.) Culture, context, & communication, (pp. 60-93). Abu Dhabi: Center of Excellence for Applied Research and Training & The Military Language Institute.
• Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements, Voices in Asia Journal, 1(1), pp. 72-81. Retrieved from http://media.wix.com/ugd/a8d6f0_2a56be9668b94bfaab940f5dddfe716f.pdf
• Medgyes, P. (1983). The schizophrenic teacher. ELT Journal, 37, 2-6. doi: 10.1093/elt/37.1.2
• Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce-Murcia (Ed.) Teaching English as a second or foreign language 3rd edition (pp. 429-442). London: Heinle & Heinle.
• Memmi, A. (1974). The Colonizer and the Colonized. London: Earthscan.
• Morgan, B. (2009). Fostering transformative practitioners for critical EAP: Possibilities and challenges. Journal of English for Academic Purposes, 8, 86-99. doi: 10.1016/j.jeap.2008.09.001
• Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teacher, 41(3), 315-348. doi: 10.1017/S0261444808005028
• Paikeday, T. M. (1985). The native speaker is dead! Brampton, Ont.: PPI.
• Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
• Pennycook, A. (2013). The cultural politics of English as an international language. New York: Routledge.
• Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
• Phillipson, R. (2009). Linguistic imperialism continued. New York: Routledge.
• Rajagopalan, K. (2005). Nonnative speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In E. Llurda (Ed.), Nonnative language teachers: Perceptions, challenges and contributions to the profession (pp. 283–303). New York, NY: Springer.
• Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239.
• Selvi, A. F. (2010). “All teachers are equal, but some teachers are more equal than others”: Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 156–181. Retrieved from http:// sites.google.com/site/watesolnnestcaucus/caucus-annualreview
• Souza, L. E. C., Pereira, C. R., Camino, L., Lima, T. J. S., & Torres, A. R. R. (2016). The legitimizing role of accent on discrimination against immigrants. European Journal of Social Psychology, 46(5), 609-620.
• Suarez, J. (2000). “Native” and “nonnative”: Not only a question of terminology. Humanizing Language Teaching, 2(6). Retrieved from http://www.hltmag.co.uk/nov00/mart1.htm
• Sung, C. C. M. (2012). Non-native speaker teachers of English: Challenges and prospects. An interview with George Braine. The Language Teacher, 36(2), 23-25. Retrieved from http://hdl.handle.net/10722/160756
• Tweedie, M. G. (2013). Singlish in the classroom: Native-speakerism and native and non-native speaking teachers of English in Singapore (Unpublished doctoral dissertation). University of Southern Queensland, Australia.
• Widdowson, H. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.