Reconceptualizing the Native/Nonnative Speaker Dichotomy

Faez, Farahnaz

doi:10.1080/15348458.2011.598127

Cited by 92 publications

(56 citation statements)

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“…Overall, their language socialization in the United States was marked with 3 identity investments: (1) an experienced EFL teacher, (2) an L2 user, and (3) a burgeoning scholar. The stories of Baris and Serkan concurred with the sociocultural, post-modernist views of identity in the sense that their identities were dynamic, dialogic, situated, and multiple (Duff & Uchida, 1997;Faez, 2011;Lantolf & Pavlenko, 2001;Norton, 2000). Similar to many language teachers who sought to reconcile their various identities (Armour, 2004;Ha, 2008), Baris and Serkan's Downloaded by [Cambridge University Library] at 20:44 15 August 2015 main identity investment as burgeoning scholars blended in with their identities as L2 users and teachers, as a result of their language socialization experiences in the United States.…”

Section: Discussionmentioning

confidence: 72%

“…After the dominance of the prestigious status of the so-called native speaker, second language (L2) acquisition researchers have started to recognize teachers from a variety of backgrounds (Canagarajah, 2005;Davies, 2003;Holliday & Aboshiha, 2009;Moussu, 2010;Moussu & Llurda, 2008;Faez, 2011;Park, 2012). The discussion during the past 20 years on native speaker fallacy (Phillipson, 1992) revolves around the idea that the term native speaker is discriminative since the expanding nature of English has resulted in the rejection of home country status (Holliday & Aboshiha, 2009).…”

Section: Literature Review Teacher Identitymentioning

confidence: 97%

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EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

Ortaçtepe

2015

Journal of Language, Identity & Education

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Adapting Norton’s (2000) notion of investment as an analytical lens along with thematic analysis, this longitudinal/narrative inquiry explores how 2 EFL teachers’ language socialization in the United States resulted in an identity (re)construction as teachers of intercultural competence. Baris and Serkan’s language socialization in the United States was marked with 3 identity investments: as an experienced EFL teacher, as an L2 user, and as a burgeoning scholar. The findings highlighted that teacher identities are not unitary, fixed, or stable but dynamic, situated, multiple (e.g., Norton Peirce, 1995; Varghese, Morgan, Johnston, & Johnson, 2005), and even sometimes blurred (e.g., Ochs, 1993). Copyright © Taylor & Francis Group, LLC

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Section: Discussionmentioning

confidence: 72%

Section: Literature Review Teacher Identitymentioning

confidence: 97%

EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

Ortaçtepe

2015

Journal of Language, Identity & Education

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“…For instance, EIL students and their teachers need to know that "appropriate" grammatical and lexical structures are neither set in stone nor are they the sole property of "L1-speakers," which is itself a contested construct that oversimplifies plurilinguals' competences in multiple languages and language varieties (Faez, 2011). The impact of these realizations is currently felt more in teaching EIL (TEIL) in elementary and adult education than in secondary and higher education, but that gap may yet be filled as views of linguistic conventions and beliefs about discourse and language "ownership" become increasingly critical.…”

Section: Critical Language Awarenessmentioning

confidence: 99%

Critical Language Awareness

Taylor

Despagne

Faez

2018

The TESOL Encyclopedia of English Language Teaching

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Intellectual and Social ContextIn the latter half of the 20th century, applied linguists, dissatisfied with the positioning of language teaching, called for a multidimensional curriculum to reframe teaching (about) languages, be they first or heritage languages (L1s or HLs); English as a second, foreign or international language (ESL, EFL and EIL); or other foreign languages (FLs). Their dissatisfaction stemmed from languages being viewed in isolation (like linguistic silos), an overemphasis on teaching the four skills in a discrete (unintegrated) manner, and decontextualized grammar and vocabulary teaching. Out of this discontent grew the notion of "language awareness," with language awareness pedagogy implemented in the UK school system for the first time in 1974. The notion and pedagogical interventions emerged from the desire to bridge languages taught in isolation, and recognize the role language plays in all subject matter teaching (i.e., language-across-the-curriculum) (Hawkins, 1999).Later, applied linguists argued that the grammatical and lexical choices authors make in written discourse or other semiotic "texts" are not neutral; their choices can persuade and influence readers of science or business texts just as much as they can shape how polemic arguments are CRITICAL LANGUAGE AWARENESS 2 interpreted. Researchers advocated for students to be taught how to read texts critically as part of the school curriculum, arguing that they need explicit instruction on how lexical and syntactic maneuvering can position texts as authoritative and thus influence whether EIL students interpret positions and claims as trustworthy and credible (e.g., Clark, Fairclough, Ivanič, & Martin-Jones, 1991). Students need to be aware that no text is neutral, and that authors can make their points without explicitly revealing their partipris. Applied linguists called for explicit, yet age-appropriate, instruction on critical discourse analysis to equip students with the skills needed to "read" texts critically (including oral, visual, and other texts), and recognize veiled ideologies expressed through seemingly neutral, yet persuasive, lexical choices, phraseology, and symbols. Students able to discern persuasive (not neutral) manifestations of worldviews expressed through vocabulary choices, as well as syntactic and other constructions are deemed to have "critical language awareness" (CLA), or an awareness of "how language conventions and language practices are invested with power relations and ideological processes which people are often unaware of" (Fairclough, 1992(Fairclough, /2014. CRITICAL LANGUAGE AWARENESS 3For EIL students to understand these conventions, practices, relations, and processes, they must first understand worldviews; ideologies; diversity issues involving power, class, gender, race, sexuality; how discussions of language are frequently invisibilized; and, finally, discourse features and techniques. These philosophical, ideological, metalinguistic, and pragmatic issues and topics are not within everyone's ...

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Section: Critical Aspects In Elt and Colombian Eltmentioning

confidence: 99%

“…Native speakerism has been increasingly questioned. Rampton (1990), Medgyes, (1992, Moussu and Llurda, (2008), Faez (2011), and Viáfara (2016, among many others, have problematized the lack of correlation between teaching skills and nativeness, the unreality of setting native speaker proficiency as a goal for foreign language speakers, the unfair classification that nativeness and nonnativeness create, and the inadequacy future language teachers in peripheral countries may feel due to native speakerism.The dimensions of coloniality interplay with one another; therefore, the coloniality of being is linked with the coloniality of knowledge. In this sense, for example, González (2010González ( , 2012 discusses academic colonialism present in Colombian ELT, when teachers' and teacher educators' local knowledge is displaced by foreign agencies and editorial companies whose native speakers design, train, and certify non-native teachers.…”

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confidence: 99%

Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching

Granados-Beltrán

2018

HOW

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This article shares a reflection based on the relations found between the partial findings of two ongoing projects in a BA program in bilingual education. The first study is named Critical Interculturality in Initial Language Teacher Education Programs whose partial data were obtained through interviews with four expert professors of Licensure programs across Colombia. The second project is Estado del Arte de los Trabajos de Grado 2009, which involved an inventory of the theses done by students as graduation requirements for the BA program. Based on these data, the article urges a re-assessment of criticality in research at the undergraduate level by problematizing the hegemonization of action research, the instrumentalization of language and research, and the subalternity for those being researched.Key words: Action research, critical theory, decolonial option, research in English language teaching, undergraduate programs.Este artículo es una reflexión acerca de las relaciones entre los hallazgos parciales de dos investigaciones en curso en una licenciatura en educación bilingüe. En el primer estudio, La interculturalidad crítica en los programas de formación inicial de docentes de lenguas extranjeras, parte de los datos surgieron de entrevistas con cinco profesores expertos de licenciaturas de distintas zonas de Colombia. El segundo, Estado del arte de los trabajos de grado 2009 -2016, es un inventario de las tesis desarrolladas como requisito HOW Vol. 25, No. 1, January/June 2018, ISSN 0120-5927. Bogotá, Colombia. Pages: 174-193 175 Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching de grado para la licenciatura en educación bilingüe. El artículo insta a una re-evaluación de la criticidad en la investigación en los pregrados en enseñanza de inglés al problematizar la hegemonización e instrumentalización del método de investigación-acción y la subalternización de los investigados.Palabras clave: investigación-acción, investigación en pregrados en enseñanza de inglés, opción decolonial, teoría crítica. IntroductionThe purpose of this article is to share a reflection exercise emerging from a comparison between two sets of data obtained from two on-going research projects in a BA program in bilingual education. The first set was obtained from a group of four expert professors from licensure programs across Colombia interviewed for a doctoral project entitled Critical Interculturality in Initial Language Teacher Education Programs. The second set was obtained from Estado del Arte de los Trabajos de Grado 2009, which accounted for the theses developed by students in the BA program in bilingual education. This paper urges a reassessment of critical approaches to research in the field of English language teaching (ELT) in undergraduate programs in Colombia to better respond to the current situation of the world and the country, to national language policies, and to the kind of research most commonly promoted in teacher education programs at undergraduate levels. Langua...

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Reconceptualizing the Native/Nonnative Speaker Dichotomy

Cited by 92 publications

References 38 publications

EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

Critical Language Awareness

Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching

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