The burden of 'nativeness': Four plurilingual student-Teachers' stories

Maria Cioè-Peña; Emilee Moore; Luisa Martín Rojo

doi:https://doi.org/10.5565/rev/jtl3.677

The burden of 'nativeness': Four plurilingual student-Teachers' stories

Maria Cioè-Peña, Emilee Moore, Luisa Martín Rojo

Department of Teaching of Language, Literature and Social Science

Research output: Contribution to journal › Review article › Research › peer-review

5 Citations (Scopus)

Abstract

Oral history interviews conducted with four student-Teachers in Bilingual Education or TESOL studies are analyzed. Despite being deconstructed in sociolinguistics and related fields, the 'native' and 'non-native' dichotomy emerges not only as salient in participants' self-perceptions of linguistic competence, but also in feelings of unpreparedness for full participation in the teaching profession. Alternative categories are explored, including 'legitimate', 'resourceful' or 'bi/plurilingual' speaker, which may act in juxtaposition to that of 'native', or offer emancipatory ways forward. In line with critical pedagogy, for such alternative categories to empower, reimagining how linguistic competence is constructed in the teaching profession -Through the appropriation of tools to critically deconstruct 'nativeness' - must engage the entire educational community.

Original language	American English
Pages (from-to)	32-52
Number of pages	21
Journal	Bellaterra Journal of Teaching and Learning Language and Literature
Volume	9
Issue number	2
DOIs	https://doi.org/10.5565/rev/jtl3.677
Publication status	Published - 1 May 2016

Keywords

Bi/plurilingual teachers
Critical pedagogy
Native/non-native
Resourceful speakers
Teacher education

Access to Document

https://doi.org/10.5565/rev/jtl3.677

https://ddd.uab.cat/record/158714

Cite this

@article{a95d10458455407fa45825e67d40cd98,

title = "The burden of 'nativeness': Four plurilingual student-Teachers' stories",

abstract = "Oral history interviews conducted with four student-Teachers in Bilingual Education or TESOL studies are analyzed. Despite being deconstructed in sociolinguistics and related fields, the 'native' and 'non-native' dichotomy emerges not only as salient in participants' self-perceptions of linguistic competence, but also in feelings of unpreparedness for full participation in the teaching profession. Alternative categories are explored, including 'legitimate', 'resourceful' or 'bi/plurilingual' speaker, which may act in juxtaposition to that of 'native', or offer emancipatory ways forward. In line with critical pedagogy, for such alternative categories to empower, reimagining how linguistic competence is constructed in the teaching profession -Through the appropriation of tools to critically deconstruct 'nativeness' - must engage the entire educational community.",

keywords = "Bi/plurilingual teachers, Critical pedagogy, Native/non-native, Resourceful speakers, Teacher education",

author = "Maria Cio{\`e}-Pe{\~n}a and Emilee Moore and Rojo, {Luisa Mart{\'i}n}",

year = "2016",

month = may,

day = "1",

doi = "https://doi.org/10.5565/rev/jtl3.677",

language = "Ingl{\'e}s estadounidense",

volume = "9",

pages = "32--52",

number = "2",

}

TY - JOUR

T1 - The burden of 'nativeness'

T2 - Four plurilingual student-Teachers' stories

AU - Cioè-Peña, Maria

AU - Moore, Emilee

AU - Rojo, Luisa Martín

PY - 2016/5/1

Y1 - 2016/5/1

N2 - Oral history interviews conducted with four student-Teachers in Bilingual Education or TESOL studies are analyzed. Despite being deconstructed in sociolinguistics and related fields, the 'native' and 'non-native' dichotomy emerges not only as salient in participants' self-perceptions of linguistic competence, but also in feelings of unpreparedness for full participation in the teaching profession. Alternative categories are explored, including 'legitimate', 'resourceful' or 'bi/plurilingual' speaker, which may act in juxtaposition to that of 'native', or offer emancipatory ways forward. In line with critical pedagogy, for such alternative categories to empower, reimagining how linguistic competence is constructed in the teaching profession -Through the appropriation of tools to critically deconstruct 'nativeness' - must engage the entire educational community.

AB - Oral history interviews conducted with four student-Teachers in Bilingual Education or TESOL studies are analyzed. Despite being deconstructed in sociolinguistics and related fields, the 'native' and 'non-native' dichotomy emerges not only as salient in participants' self-perceptions of linguistic competence, but also in feelings of unpreparedness for full participation in the teaching profession. Alternative categories are explored, including 'legitimate', 'resourceful' or 'bi/plurilingual' speaker, which may act in juxtaposition to that of 'native', or offer emancipatory ways forward. In line with critical pedagogy, for such alternative categories to empower, reimagining how linguistic competence is constructed in the teaching profession -Through the appropriation of tools to critically deconstruct 'nativeness' - must engage the entire educational community.

KW - Bi/plurilingual teachers

KW - Critical pedagogy

KW - Native/non-native

KW - Resourceful speakers

KW - Teacher education

UR - http://www.scopus.com/inward/record.url?scp=85007574604&partnerID=8YFLogxK

U2 - https://doi.org/10.5565/rev/jtl3.677

DO - https://doi.org/10.5565/rev/jtl3.677

M3 - Artículo de revisión

AN - SCOPUS:85007574604

VL - 9

SP - 32

EP - 52

IS - 2

ER -

The burden of 'nativeness': Four plurilingual student-Teachers' stories

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this