Turkish Teacher Candidates’ Perceptions of Native- Speakerism
Turkish Teacher Candidates’ Perceptions of Native- Speakerism
This qualitative study explores the opinions of 23 preservice teachers onnative-speakerism in the English language teaching (ELT) profession. Theparticipants were asked to respond to a prompt in writing, with reference to thesituation in Turkey. They were at the same time doing a practicum, so they wereable draw on their experiences in their cooperating schools, where foreign teacherswere part of the staff. Their essays reflected a particular concern withdiscrimination in hiring practices and a strong rejection of the native-Englishspeakerteacher (NEST) / non-native-English-speaker teacher (NNEST) divide. Theyalso exhibited an awareness of other paradigms such as a lingua franca (ELF) andWorld Englishes (WE).
___
- Aneja, G. A. (2016). (Non)native speakered: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50, 572–596.
- Aslan, E., & Thompson, A. S. (2016). Native and non-native speaker teachers: Contextualizing perceived differences in the Turkish EFL setting. Language in Focus Journal, 2, 87–102.
- Atay, D. (2008). The beliefs and dilemmas of Turkish prospective teachers of English. In S. Dogançay-Aktuna & J. Hardman (Eds.), Global English teaching and teacher education: Praxis and possibility (pp.83–98). Illinois, USA: TESOL Publications.
- Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10, 3–31.
- Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System, 35, 407–430.
- Coşkun, A. (2013). Native speakers as teachers in Turkey: Non-native pre-service English teachers’ reactions to a nation-wide project. The Qualitative Report, 18(29), 1–21.
- Dogancay-Aktuna, S. (2008). Nonnative-English-speaking ESOL teacher educator: A profile from Turkey. In S. Dogançay-Aktuna & J. Hardman (Eds.), Global English teaching and teacher education: Praxis and possibility (pp.61–82). Illinois, USA: TESOL Publications.
- Galloway, N., & Rose, H. (2018). Raising awareness of Global Englishes in the ELT classroom. ELT Journal, 72, 3–14.
- Hayes, D. (2009). Non-native English-speaking teachers, context and English language teaching. System, 37, 1–11.
- Holliday, A. (2005). The struggle to teach English as an International Language. Oxford: Oxford University Press.
- Houghton, S. A., & Rivers, D. J. (2013). Native speakerism in Japan: Intergroup dynamics in foreign language education. Bristol: Multilingual Matters.
- Julien, H. (2008). Content analysis. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 120–122). Thousand Oaks, CA: Sage.
- Kabel, A. (2009). Native-speakerism, stereotyping and the collusion of applied linguistics. System, 37, 12–22.
- Karakaş, A. (2017). Students’ perceptions of ‘Good English’ and the underlying ideologies behind their perceptions. Journal of Language and Linguistic Studies, 13, 487–509.
- Kim, H. (2011). Native-speakerism affecting nonnative English teachers’ identity formation. ENGLISH TEACHING, 66, 53–70.
- Kumaravadivelu, B. (2012). Individual identity, cultural globalization and teaching English as an international language: The case for an epistemic break. In L. Alsagoff, S. McKay, G. Hu, & W. Renandya (Eds.), Teaching English as an International Language: Principles and practices (pp. 9–27). New York, NY: Routledge.
- Liu, J. H. (2018). Native-speakerism in ELT: A survey of the attitudes of students and teachers in China. Journal of Literature and Art Studies, 8(10), 1486–1496.
- Lowe, R. J., & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education, 3, 2–16.
- Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1, 72−81.
- Medgyes, P. (1999). Language training: A neglected area in teacher education. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 179–198). Mahwah: Lawrence Erlbaum.
- Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis. Beverly Hills, CA: Sage.
- Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. Thousand Oaks, CA: Sage.
- Moussu, L. (2010). Influence of teacher-contact time and other variables on ESL students’ attitudes towards native-and non-native-English-speaking teachers. TESOL Quarterly, 44, 746–768.
- Moussu, L. (2018). Shortcomings of NESTs and NNESTs. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1217–1223). Hoboken, NJ: Wiley/Blackwell Publishers.
- Nguyen, M. X. N. (2017). TESOL teachers’ engagement with the native speaker model: How does teacher education impact on their beliefs? RELC Journal, 48, 83–98.
- Ozturk, U., & Atay, D. (2010). Challenges of being a nonnative English teacher. Educational Researcher, 1, 135–139.
- Öztürk, G. (2016). Foreign language teaching anxiety among non-native teachers of English: A sample from Turkey. Sakarya University Journal of Education, 6, 54–70.
- Önalan, O. (2005). EFL Teachers’ perceptions of the place of culture in ELT: A survey study at four universities in Ankara/Turkey. Journal of Language and Linguistic Studies, 2, 215–235.
- Palfreyman, D. (2005). Othering in an English Language Program. TESOL Quarterly, 39, 211–233.
- Richards, L., & Morse, J. M. (2013). Qualitative methods. London: Sage Publications Inc.
- Rivers, D. J. (2017). Native-speakerism and the betrayal of the native speaker language-teaching professional. In D. J. Rivers & K. Zotzmann (Eds.), Isms in language education: Oppression, intersectionality and emancipation (pp. 74–97). Berlin: Walter de Gruyter, Inc.
- Rose, H., & Galloway, N. (2017). Debating standard language ideology in the classroom: Using the ‘speak good English movement’ to raise awareness of global Englishes. RELC Journal, 1–8.
- Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49, 733–756.
- Saldana, J. (2013). The coding manual for qualitative researchers. (2nd ed.). London: Sage.
- Samuel, C. (2017). Non-native speakers of the language of instruction: Self-perceptions of teaching ability. The Canadian Modern Language Review, 73, 393–417.
- Sarıgül, M. (2018) Native English-speaking teachers in foreign language teaching in Turkey: a brief historical overview. Journal of Multilingual and Multicultural Development, 39, 289–300.
- Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34, 471–484.
- Skliar, O. (2014). Native and nonnative English-speaking teachers in Turkey: Teacher perceptions and student attitudes. (Doctoral dissertation). Retrieved from http://etd.lib.metu.edu.tr/upload/12618223/index.pdf
- Soruç, A. (2015). Non-native teachers’ attitudes towards English as a Lingua Franca. Hacettepe University Journal of Education, 30, 239–251.
- Tatar, S., & Yıldız, S. (2010). Empowering nonnative-English speaking teachers in the classroom. In A. Mahboob (Ed.), The NNEST lens: Non native English speakers in TESOL (pp. 114−128). Newcastle upon Tyne: Cambridge Scholars Publishing.
- Üstünlüoglu, E. (2007) University students’ perceptions of native and non‐native teachers, Teachers and Teaching: theory and practice, 13, 63–79.
- Waters, A. (2007). Native-speakerism in ELT: Plus ça change…? System, 35, 281–292.
- Wernicke, M. (2017). Navigating native-speaker ideologies as FSL teacher. The Canadian Modern Language Review, 73, 208–236.