Actitudes lingüísticas hacia el profesorado de inglés nativo y no nativo

Iván Martínez Rivas; José Luis Estrada Chichón

doi:10.22481/praxisedu.v18i49.9639

Autores

Iván Martínez Rivas Universidad Alfonso X el Sabio - Espanha https://orcid.org/0000-0003-1182-1106
José Luis Estrada Chichón Universidad de Cádiz https://orcid.org/0000-0003-3274-6133

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.

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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).

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