The Burden of 'Nativeness'
Oral history interviews conducted with four student-teachers in Bilingual Education or TESOL studies are analyzed. Despite being deconstructed in sociolinguistics and related fields, the 'native' and 'non-native' dichotomy emerges not only as salient in participants' self-perceptions of linguistic c...
| Autores: | ; ; |
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| Tipo de documento: | Artigo |
| Data de publicação: | 2016 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositório: | Dipòsit Digital de Documents de la UAB |
| Idioma: | Inglês |
| OAI Identifier: | oai:ddd.uab.cat:158714 |
| Acesso em linha: | https://ddd.uab.cat/record/158714 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.677 |
| Nível de acesso: | Acesso aberto |
| Palavra-chave: | Native/non-native Resourceful speakers Bi/plurilingual teachers Critical pedagogy Teacher education Hablante "nativo/no-nativo" Hablante "experto" Docentes plurilingües Pedagogía crítica Formación de profesorado Parlant "nadiu/no-nadiu" Parlant "expert" Docents plurilingües Pedagogia crítica Formació de professorat |
| Resumo: | Oral history interviews conducted with four student-teachers in Bilingual Education or TESOL studies are analyzed. Despite being deconstructed in sociolinguistics and related fields, the 'native' and 'non-native' dichotomy emerges not only as salient in participants' self-perceptions of linguistic competence, but also in feelings of unpreparedness for full participation in the teaching profession. Alternative categories are explored, including 'legitimate', 'resourceful' or 'bi/plurilingual' speaker, which may act in juxtaposition to that of 'native', or offer emancipatory ways forward. In line with critical pedagogy, for such alternative categories to empower, reimagining how linguistic competence is constructed in the teaching profession - through the appropriation of tools to critically deconstruct 'nativeness' - must engage the entire educational community. |
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