Ser o no ser como un hablante nativo del inglés: Creencias ambivalentes e ideología en el imaginario de los profesores de inglés en Brasil y México

• Autores: Alys D. Avalos Rivera, James Corcoran
• Localización: Revista mexicana de investigación educativa, ISSN-e 1405-6666, Vol. 22, Nº. 75, 2017, págs. 1117-1141
• Idioma: español
• Títulos paralelos:
  • To Be or Not To Be Like a Native English Speaker: Ambivalent Beliefs and Ideology among English Teachers in Brazil and Mexico
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Resumen: El estudio de las creencias de los profesores “no-nativos” de inglés es importante por su relación con la práctica docente. El tema ha sido abordado anteriormente, pero existen pocos estudios en el contexto latinoamericano. Este artículo reporta dos estudios conducidos en México y Brasil con profesores experimentados. Se analizan críticamente las creencias sobre la posición profesional del docente con respecto a la figura idealizada del hablante nativo. Los resultados indican la influencia potencial de ideologías generalizadas que están relacionadas con la falacia sobre la superioridad del hablante nativo. Se discuten implicaciones que estas creencias pueden tener en la práctica y situación laboral del docente. Se consideran recomendaciones para fomentar políticas de formación y una práctica docente más críticas y orientadas a desafiar las inequidades entre los profesores de inglés en Latinoamérica.

  • English

    Abstract: The study of nonnative English speaking teachers’ beliefs is important due to the connection between such beliefs and pedagogical practice. While there have been several previous studies investigating language teachers’ beliefs, few have focused on Latin-American teachers of English. This article outlines two qualitative studies conducted in Mexico and Brazil with experienced teachers. We critically analyze teachers’ beliefs regarding their professional status in relation to (idealized) native speakers of English. Findings from both studies point to the potential influence of pervasive ideologies surrounding English native speaker superiority. Implications of these beliefs on teachers’ employment conditions and pedagogical practices are discussed followed by brief recommendations for critical language teacher education policy and practice aimed at challenging unequal relations of power in English language teaching across Latin America.

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