A liberatory pedagogy for non-native teachers of english
| dc.contributor.author | Cakcak, Yasemin Tezgiden | |
| dc.contributor.department | Eğitim Bilimleri Fakültesi | tr_TR |
| dc.date.accessioned | 2019-10-11T10:38:42Z | |
| dc.date.available | 2019-10-11T10:38:42Z | |
| dc.date.issued | 2018 | |
| dc.description.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. | tr_TR |
| dc.description.index | Trdizin | |
| dc.identifier.endpage | 211 | tr_TR |
| dc.identifier.issue | 3 | tr_TR |
| dc.identifier.startpage | 193 | tr_TR |
| dc.identifier.uri | https://doi.org/10.30964/auebfd.450234 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12575/68037 | |
| dc.identifier.volume | 51 | tr_TR |
| dc.language.iso | en | tr_TR |
| dc.publisher | Ankara : Ankara Üniversitesi Eğitim Bilimleri Fakültesi | tr_TR |
| dc.relation.journal | Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi | tr_TR |
| dc.relation.publicationcategory | Makale - Ulusal - Editör Denetimli Dergi | tr_TR |
| dc.subject | English teacher education | tr_TR |
| dc.title | A liberatory pedagogy for non-native teachers of english | tr_TR |
| dc.type | Article | tr_TR |