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O neofalantismo no ensino secundario: un espazo sen lexitimar ; New-Speakerness in Compulsory Secondary Education: An Unlegitimized Space
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Entre letras e armas: sobre a gênese do ensino do espanhol no Brasil / Between letters and weapons: on the genesis of Spanish teaching in Brazil
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In: Revista de Estudos da Linguagem, Vol 28, Iss 1, Pp 69-92 (2020) (2020)
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L’Université de Moncton, la langue et les normes. Enjeux acadiens, échos finlandais
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Issues of ideology in English language education worldwide: an overview
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In: Pedagogy, Culture & Society ; 26 ; 1 ; 19-33 (2019)
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El “(anti) castellanismo-lusitanismo” ibérico como antecedente histórico de la enseñanza del español en Brasil
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(non)native Speakering: The (dis)invention Of (non)native Speakered Subjectivities In A Graduate Teacher Education Program
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In: Publicly Accessible Penn Dissertations (2016)
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Abstract:
Despite its imprecision, the native-nonnative dichotomy has become the dominant paradigm for categorizing language users, learners, and educators. The “NNEST Movement” has been instrumental in documenting the privilege of native speakers, the marginalization of their nonnative counterparts, and why an individual may be perceived as one or the other. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying nativeness and nonnativeness as objectively distinct categories. In this dissertation, I adopt a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that I term (non)native speakering. I first use this framework to analyze the historico-political milieu that made possible the emergence of (non)native speakered subjectivities. Then, I turn to the production of (non)native speakered subjectivities in K-12 and higher education language policies, as well as their impact on the professional identity development of pre-service teachers. Next, I consider the relationship between (non)native speakering and other processes of linguistic marginalization in which language is implicit, as well as how teacher educators can resist (non)native speakering and move towards a more equitable paradigm of language and language education. This inquiry draws on qualitative data from teacher education courses at a large US university, including course texts, policy documents, observational field notes, interviews, and focus group data. In the conclusion, I consider the implications of (non)native speakering as a theoretical and analytical frame, as well as applications of the data for teacher education settings, and possible directions for future research. By reconceptualizing (non)native status as socially and discursively produced, this project provides a new lens for the critical examination of teacher education curricula, professional identity formation, and language education policy. Finally, it contributes to a theory of change and encourages a move towards more inclusive language teaching fields.
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Keyword:
and Multicultural Education; Bilingual; Discourse Analysis; Education; Educational Linguistics; Governmentality; Language Ideologies; Multilingual; Teacher Education; Teacher Education and Professional Development; Teaching English to Speakers of Other Languages
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URL: https://repository.upenn.edu/edissertations/2167
https://repository.upenn.edu/cgi/viewcontent.cgi?article=3953&context=edissertations
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| 7 |
Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling
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In: GSE Faculty Research (2014)
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Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections
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| 9 |
ELT Coursebooks and the Elite : Examining Social Representations in ESL
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| 10 |
Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade
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In: Teacher Education Faculty Publications (2007)
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| 11 |
Research findings on languages of instruction and their policy implications for education in Africa
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Okombo, Okoth. - : College of Education and External Studies, University of Nairobi, 1996
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