A liberatory pedagogy for non-native teachers of english
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Date
2018
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Publisher
Ankara : Ankara Üniversitesi Eğitim Bilimleri Fakültesi
Abstract
Native English speaking teacher of English/non-native English speaking teacher of English
(NEST/NNEST) inequity has been a well-documented reality in the foreign language education
field. Interpreting the dichotomy of NEST/NNEST from Freire's theoretical perspective, this
article provides insights into the internalization of native speakerist ideology by large numbers
of non-native teachers of English. Using Freire's understanding of the relationship between the
oppressor and the oppressed, this article argues that non-native teachers of English are divided
beings: they are both themselves and the consciousness of the native speaker they internalized.
Following Freire's liberatory pedagogy, this article suggests a dialogical problem-posing
education for overcoming NEST-NNEST inequity in English language teacher education in
Turkey.
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Keywords
English teacher education