Native speakerism crossing borders: comparing stakeholders’ attitudes towards English and Basque native and non-native teachers

• Colmenero Perez, Kebir ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 42, 2024, págs. 91-108
• Idioma: inglés
• DOI: 10.30827/portalin.vi42.29393
• Títulos paralelos:
  • La ideología del hablante nativo cruzando fronteras: actitudes hacia el profesorado nativo y no-nativo de inglés y euskera
• Enlaces
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• Resumen
  • español

    Las percepciones hacia los profesores nativos y no-nativos de inglés han llamado la atención de investigadores en la adquisición de lenguas. Sin embargo, ningún estudio ha examinado sus implicaciones en la enseñanza de lenguas minorizadas. Este estudio analiza las actitudes y preferencias de 563 estudiantes, progenitores, y docentes sobre los profesores nativos y no-nativos de inglés y euskera. Utilizando cuestionarios y grupos de discusión, los participantes fueron cuestionados acerca de sus preferencias de tipo de profesor y sus opiniones respecto a la capacidad para evaluar y apoyar al alumnado, las actitudes y motivaciones, el conocimiento de la cultura y las habilidades lingüísticas de cada tipo de profesor. Los resultados revelaron que los participantes asignan características específicas al profesorado nativo y al no-nativo, independientemente de la lengua.

  • English

    Perceptions towards English native and non-native speaking teachers have drawn the attention of researchers in language acquisition. However, no study has examined its implications in the teaching of minority languages. This study aims to analyze 563 students’, parents’, and teachers’ attitudes and preferences towards English and Basque native and non-native teachers. Using questionnaires and group discussions, education stakeholders were questioned about their teacher preferences and their beliefs concerning assessment and support, attitudes, motivation, culture, and perceived linguistic abilities. Results revealed that education stakeholders appeared to assign concrete characteristics to native and non-native speaking teachers, regardless of the language under scrutiny.

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