Cultural Knowledge and Foreign Language Teachers: A Case Study of a Native Speaker of English and a Native Speaker of Spanish

Ryan, Phyllis M.

doi:10.1080/07908319808666546

Cited by 23 publications

(14 citation statements)

References 10 publications

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“…Although more and more students accept the concept of "World English", it is not easy for many to alter their conscious preference for native speakers. Ryan (1998) points out that teachers' attitudes and belief strongly affect students' behavior. Native teachers show more self-esteem than non-native teachers (Mahboob, 2004).…”

Section: Related Studymentioning

confidence: 99%

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers

Kun¹,

Ke²

2009

ELT

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This paper intends to explore how Taiwanese university students perceive their native-speaking English teachers (NESTs). Mutual expectations between the NESTs and students are also investigated. Collected data include questionnaires from 107 students and interviews with three NESTs and 19 students who have filled out the questionnaire. The result shows that students expect more encouragement and interaction with the NESTs, and more relaxed activities with fewer assignments and tests. A third of the students expect NEST with a standard accent, while a quarter do not care about accent at all. The NESTs reveal their dissatisfaction toward the students' passiveness and lack of responsiveness. While students expect their NESTs to be interactive, they themselves seem to give the NESTs an impression of unwillingness to participate. The discussion centers on this dilemma and offers some suggestions for English teachers.

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Section: Related Studymentioning

confidence: 99%

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers

Kun¹,

Ke²

2009

ELT

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“…However, learners may also need to consider materials from other groups in order to identify their own cultural resources. This process can be seen in a study in which a U.S. EFL teacher in Mexico was observed drawing on the students' “knowledge about Latin American folk music while at the same time contrasting music customs in Mexico with those in the United States” (Ryan, 1998, p. 143).…”

Section: Cultural Representation In Language Educationmentioning

confidence: 99%

“…For example, English language teaching often has been connected to notions of progress, enlightenment, and economic opportunity, which Pennycook (1998) termed discourses of colonialism, as well as to newer processes of "McDonaldization" (U.S.-influenced world homogenization; Kumaravadivelu, 2008, p. 39). Because of such discursive associations between the English language and politically powerful nations such as the United States and Great Britain, many learners consider the language (and associated cultural practices and perspectives) a significant threat to their local identities (Canagarajah, 1999;Ryan, 1998Ryan, , 2003. 4 Moreover, the English language teaching profession has been critiqued for constructing discursive representations of learners' cultural identities (Kubota, 1999;McKay & Wong, 1996)for example, that Japanese students value "harmony."…”

mentioning

confidence: 99%

Co‐Constructing Representations of Culture in ESL and EFL Classrooms: Discursive Faultlines in Chile and California

Menard–Warwick¹

2009

The Modern Language Journal

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Based on qualitative research conducted in 3 university English as a foreign language classrooms in Chile and 3 community college English as a second language classrooms in California, this article examines the approaches used in teaching culture in these classrooms, the differences in how particular cultures (usually national cultures) were represented depending on teaching context, the processes by which these representations of culture were co-constructed by teachers and students, and the extent to which the observed cultural pedagogies seemed to cultivate interculturality. In particular, this article focuses on discursive faultlines (Kramsch, 1993), areas of cultural difference or misunderstanding that became manifest in classroom talk. Although teaching culture was not the primary goal in any of these classes, the teachers generally provided space for students to problematize cultural issues; however, this problematization did not necessarily lead to interculturality. The article concludes with implications for cultural pedagogies based on the observed interactions.THIS ARTICLE IS BASED ON QUALITATIVE research conducted in six classrooms, three English as a foreign language (EFL) classes at a Chilean university, and three English as a second language 1 (ESL) classes in California community colleges. Given that, as Kubota (2003) has argued, "images of culture (in language education) are produced by discourses that reflect, legitimate or contest unequal relations of power" (p. 16), I set out to examine how culture is discursively represented by language teachers in different contexts. However, in analyzing my data, it became clear that in the classrooms I was observing, "images of culture" were frequently coconstructed by the teachers and students through a variety of classroom activities, most of which focused on language skills rather than on cultural knowledge. This article examines key processes

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“…However, it remains unclear whether actual practices in the FL classroom promote interculturality. A small number of case studies have examined FL teachers' approaches to teaching intercultural competence (Duff & Uchida, 1997;Ryan, 1998). In a multina-VOLUME 30, NO 1, WINTER 2012 tional survey of FL teacher opinion, Sercu concluded that although most of those in the FL teaching profession might value cultural awareness and intercultural competence, in reality these goals often take a back seat to linguistic objectives.…”

Section: Prenants Multiethniques Pour Faciliter La Communication Intementioning

confidence: 99%

Culture and Interculturality in the Adult ESL Context in Urban Quebec: A Case Study

Dytynyshyn¹,

Collins²

2013

TESL

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Dans cet article, nous nous penchons sur le traitement de la culture et le développement de l'interculturalité dans les transcriptions découlant d'un cours complet d'ALS d'une durée de 36 heures et organisé par un centre communautaire à Montréal. Les antécédents linguistiques et culturels des participants adultes étaient variés. On avait identifié le cours d'ALS comme un contexte qui pourrait s'avérer fertile pour le développement de l'interculturalité en raison du contact direct entre les étudiants provenant de diverses cultures (Magos & Simopoulos, 2009). Toutefois, il pourrait être essentiel d'aborder des domaines d'incompréhen-sion culturelle (failles discursives, Menard-Warwick, 2009)

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Cultural Knowledge and Foreign Language Teachers: A Case Study of a Native Speaker of English and a Native Speaker of Spanish

Cited by 23 publications

References 10 publications

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers

Co‐Constructing Representations of Culture in ESL and EFL Classrooms: Discursive Faultlines in Chile and California

Culture and Interculturality in the Adult ESL Context in Urban Quebec: A Case Study

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