Atitudes lingüísticas para com professores nativos e não nativos de inglês

Autores

DOI:

https://doi.org/10.22481/praxisedu.v18i49.9639

Palavras-chave:

atitude do estudante, atitude do professor, ensino de idiomas

Resumo

O interesse pelo fator falante nativo no ensino da língua inglesa é recente, sendo o trabalho de Medgyes (1992) o ponto de partida. Vários estudos trataram das preferências de estudantes e professores, embora nenhum estudo tenha investigado esta variável na Galiza (Espanha) e, mais especificamente, no Bacharelado (16-18 anos de idade). Portanto, este artigo visa contribuir para a literatura específica existente, analisando as atitudes e preferências dos estudantes (n=101) e professores (n=6) em relação aos professores de inglês nativos e não nativos em dois anos de Bachillerato e em duas escolas diferentes na Galiza. Os dados foram obtidos por meio de um questionário (LASAGABASTER; SIERRA, 2005) e dois grupos focais com parte dos alunos (n=12) e professores (n=6) pesquisados, respectivamente, combinando métodos quantitativos e qualitativos. Os resultados revelam uma tendência geral em favor dos professores nativos de inglês que se torna mais forte à medida que os alunos avançam nas etapas educacionais: educação primária, secundária e terciária. Além disso, em termos de preferência por áreas linguísticas, os professores não nativos são preferidos para ensinar gramática e questões de avaliação, sendo superados pelos professores nativos em todas as outras áreas.

Downloads

Não há dados estatísticos.

Metrics

Carregando Métricas ...

Biografia do Autor

Iván Martínez Rivas, Universidad Alfonso X el Sabio - Espanha

Máster en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas (2021), Universidad Alfonso X el Sabio (UAX)- España.

José Luis Estrada Chichón, Universidad de Cádiz

Doctor en didáctica de lenguas extranjeras (2017), Universidad de Cádiz (UCA), España; profesor del Departamento de Didáctica de la Lengua y la Literatura de la UCA-España; miembro del grupo de investigación HUM-485 Enseñanza de lenguas extranjeras: Materiales para un nuevo diseño curricular (UCA).

Referências

ALONSO-HERRERO, Ane; LASAGABASTER, David. Student attitudes towards English pronunciation and different varieties in the English classroom. Estudios de Lingüística Inglesa Aplicada, 19, p. 71-100. 2019.

ANDREWS, Stephen. Teacher language awareness. Cambridge: Cambridge University Press, 2007.

ÁRVA, Valeria; MEDGYES, Péter. Native and non-native teachers in the classroom. System, 28-3, p. 355-372. 2000.

BAKER, Colin. Attitudes and language. Clevedon: Multilingual Matters, 1992.

BENKE, Eszter; MEDGYES, Péter. Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners. En LLURDA, Enric. Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession, p. 195-215. Nueva York: Springer, 2005.

BRAINE, George Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

BRUTT-GRIFFLER, Janina; SAMIMY, Keiko. Transcending the nativeness paradigm. World Englishes, 20-1, p. 99-106, 2001.

CALAFATO, Raees. The non-native speaker teacher as proficient multilingual: A critical review of research from 2009-2018. Lingua, 227, p. 1-25, 2019.

CARLESS, David, y WALKER, Elizabeth. Effective team teaching between local and native-speaking English teachers. Language and Education, 20-6, p. 463-477, 2006.

DEWAELE, Jean-Marc. Why the dichotomy ‘L1 versus LX user’ is better than ‘native versus non-native speaker’. Applied Linguistics, 39-2, p. 236-240, 2018.

DEWAELE, Jean-Marc; PENA, Carmen. Sources of variation in Galician multilinguals' attitudes towards Galician, Spanish, English, and French. Revista Nebrija de Lingüística Aplicada a la Enseñanza de las Lenguas, 15-25, p. 34-58, 2018.

DOR̈NYEI, Zoltán; CSIZER, Kata; NEMETH, Nãra. Motivation, Language, Attitudes and Globalisation. Clevedon: Multilingual Matters, 2006.

EAGLY, Alice; CHAIKEN, Shelly. The Psychology of Attitudes. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers, 1993.

EBERHARD, David; SIMONS, Gary; FENNIG, Charles. Ethnologue: Languages of the world, twenty-third edition, 2021. Disponible en: https://www.ethnologue.com/language/eng. Acceso el: 11 de octubre de 2021.

EDUCATION FIRST. EF EPI 2020: Índice EF de nivel de inglés. Educational First Publishing, 2020. Dispoible en: https://www.ef.com.es/epi/. Acceso el: 11 de octubre de 2021.

EDWARDS, John. Multilingualism. Londres y Nueva York: Routledge, 1994.

FAUZI, Nabilah; HASHIM, Harwati. Apple vs. Mangosteen: A qualitative study of students’ perception towards native and non-native English-speaking teachers. Journal of Education and E-Learning Research, 7-2, p. 218-228, 2020.

GARCÍA MATA, Jorge. Algunas causas de la mala práctica docente en lenguas extranjeras. Porta Linguarum, 10, p. 101-114, 2008.

GARRETT, Peter. Attitudes to Language. Cambridge: Cambridge University Press, 2010.

GIBSON, Barbara; HUA, Zhu. (2016). Interviews. En HUA, Zhu. Research Methods in Intercultural Communication: A Practical Guide, p. 180-195. Malden, MA: Wiley Blackwell, 2016.

HOLLIDAY, Adrian (2015) Native-speakerism: Taking the concept forward and achieving cultural belief. En: SWAN, Anne; ABOSHIHA, Pamela; HOLLIDAY, Adrian. (En)Countering Native-speakerism. Palgrave Advances in Language and Linguistics. Londres: Palgrave Macmillan, 2015.

JENKINS, Jennifer. Exploring attitudes towards English as a lingua franca in the East Asian context. En: MURATA, Kumiko; JENKINS, Jennifer. Global Englishes in Asian Contexts: Current and Future Debates, p. 40-56. Houndmills: Palgrave Macmillan, 2009.

JENKINS, Jennifer. Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2-3, p. 49-85, 2015.

JOHNSTONE, Tony. Questionnaires and surveys. En: HUA, Zhu. Research Methods in Intercultural Communication: A Practical Guide, p. 165-179. Malden, MA: Wiley Blackwell, 2016.

KACHRU, Braj. The Indianness in Indian English. Word, 21, p. 391-410, 1965.

KACHRU, Braj. Standards, codification, and sociolinguistic realism: The English language in the outer circle. En: QUIRK, Randolph; WIDDOWSON, Henry. English in the World: Teaching and Learning the Language and Literatures. p. 11-31. Cambridge: Cambridge University Press, 1985.

LAI PING, Florence. Advantages and disadvantages of native- and nonnative-English-speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46-2, p. 280-305, 2012.

LASAGABASTER, David.; HUGUET, Angel. Multilingualism in European bilingual contexts: Language use and attitudes. Clevedon: Multilingual Matters, 2007.

LASAGABASTER, David. Language learning motivation and language attitudes in multilingual Spain from an international perspective. The Modern Language Journal, 101-3, p. 583-596, 2017

LASAGABASTER, David; SIERRA, Juan Manuel. University students’ perceptions of native and non-native speaker teachers of English. Language Awareness, 11-2, p. 132-142, 2002.

LASAGABASTER, David; SIERRA, Juan Manuel. What do students think about the pros and cons of having a native speaker teacher? En: LLURDA, Enric. Non-native Language Teachers: Perceptions. Challenges and Contributions to the Profession, p. 217-241. Boston, MA: Springer, 2005.

LLURDA, Enric. Non‐native‐speaker teachers and English as an international language. International Journal of Applied Linguistics, 14-3, p. 314-323, 2004.

LLURDA, Enric. Non-native TESOL students as seen by practicum supervisors. En LLURDA, Enric. Non-native Language Teachers: Perceptions, Challenges, and Contributions to the Profession, p. 131-154. Boston, MA: Springer, 2005.

LLURDA, Enric. Methods in NNEST research. The TESOL Encyclopedia of English Language Teaching, 1, p. 1-6, 2018.

LLURDA, Enric; HUGUET, Angel. Self-awareness in NNS EFL primary and secondary school Teachers. Language Awareness, 12-4, p. 220-233, 2003.

LLURDA, Enric; BAYYURT, Yasemin; SIFAKIS, Nikos. Raising teachers’ awareness about English and English as a lingua franca. En: GARRET, Peter; COTS, Josep. The Routledge Handbook of Language Awareness, p. 155-169. Londres: Routledge, 2017.

MADRID, Daniel; PÉREZ CAÑADO, María Luisa. Teacher and student preferences of native and non-native foreign language teachers. Porta Linguarum, 2, p. 125-138, 2004.

MANSFIELD, Gillian; POPPI, Franca. The English as a foreign language/lingua franca debate: Sensitizing teachers of English as a foreign language towards teaching English as a lingua franca. Profile, 14-1, p. 159-172, 2012.

MCKENZIE, Robert. The Social Psychology of English as a Global Language. Attitudes, Awareness, and Identity in the Japanese Context. Londres: Springer, 2010.

MEDGYES, Péter. Native or non-native: who’s worth more? ELT Journal, 46-4, p. 340-349, 1992.

MOUSSU, Lucie; LLURDA, Enric. Non-native English-speaking English language teachers: History and research. Language Teaching, 41-3, p. 315-348, 2008.

O'ROURKE, Bernadette. Galician and Irish in the European Context: Attitudes towards Weak and Strong Minority Languages. Houndmills y Nueva York: Palgrave Macmillan, 2011.

PÉREZ VIDAL, Carmen. Language acquisition in three different contexts of learning: Formal instruction, study abroad, and semi-immersion (CLIL). En: GALLARDO DEL PUERTO, Francisco; RUIZ DE ZAROBE, Yolanda; SIERRA, Juan Manuel. Content and foreign language integrated learning: Contributions to multilingualism in European contexts, p. 103-127. Berna y Nueva York: Peter Lang, 2011.

RÁMILA, Noemí. Students’ preferences regarding native and non-native teachers of English at a University in the French Brittany. Procedia, Social and Behavioral Sciences, 173, p. 93-97, 2015.

REAL DECRETO 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato (BOE nº 3, 3 de enero de 2015).

REVES, T.; MEDGYES, Péter. The non-native English speaking EFL/ESL teacher's self-image: An international survey. System, 22-3, p. 353-367, 1994.

SELVI, Ali. 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, p. 156-181, 2010.

SU, Wei. Two heads better than one? Exploring the co-teaching of intercultural competence by NES and NNS teachers. The Asia-Pacific Education Researcher, 30-2, p. 95-108, 2021.

SU, Wei; SHANG, Xiaoqi. NNS and NES teachers’ co-teaching of interpretation class: A case study. The Asia-Pacific Education Researcher, 29-4, p. 353-364, 2020.

TODD, Watson; POJANAPUNYA, Punjaporn. Implicit attitudes towards native and non-native speaker teachers. System, 37-1, p. 23-33, 2009.

TSOU, Wenli; CHEN, Fay. EFL and ELF college students’ perceptions toward Englishes. Journal of English as a Lingua Franca, 3-2, p. 363-386, 2017.

VILLACAÑAS, Luis. Panorama de la enseñanza de lenguas extranjeras en la España moderna. En: BARBERÁ, Óscar; MAYORDOMO, Alejndro. Escoles i Mestres. Dos Siglos de Historia y Memoria en Valencia, p. 382-401. Universidad de Valencia, Valencia, 2017.

WALKINSHAW, Ian; OANH, Duongthi. Native and non-native English language teachers. Sage Open, 4-2, p. 1-9, 2014.

ZHANG, Yangxian. Reviewing non-native English-speaking teachers’ professional identity. International Journal of Languages Education and Teaching, 4-3, p. 320-335, 2016.

Publicado

2022-02-15

Como Citar

RIVAS, I. M.; CHICHÓN, J. L. E. Atitudes lingüísticas para com professores nativos e não nativos de inglês. Práxis Educacional, [S. l.], v. 18, n. 49, p. e9639, 2022. DOI: 10.22481/praxisedu.v18i49.9639. Disponível em: https://periodicos2.uesb.br/index.php/praxis/article/view/9639. Acesso em: 22 maio. 2022.