The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories

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 c...

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Autores principales:	María Cioè-Peña, Emilee Moore, Luisa Martín Rojo
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2016
Materias:	Native/non-native resourceful speakers bi/plurilingual teachers critical pedagogy teacher education Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/dc07e4f0f8954f7299ef45c91739e7f4
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id	oai:doaj.org-article:dc07e4f0f8954f7299ef45c91739e7f4
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spelling	oai:doaj.org-article:dc07e4f0f8954f7299ef45c91739e7f42021-11-25T13:21:18ZThe Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories10.5565/rev/jtl3.6772013-6196https://doaj.org/article/dc07e4f0f8954f7299ef45c91739e7f42016-06-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/677https://doaj.org/toc/2013-6196Oral 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. María Cioè-PeñaEmilee MooreLuisa Martín RojoUniversitat Autònoma de BarcelonaarticleNative/non-nativeresourceful speakersbi/plurilingual teacherscritical pedagogyteacher educationSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 9, Iss 2 (2016)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Native/non-native resourceful speakers bi/plurilingual teachers critical pedagogy teacher education Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Native/non-native resourceful speakers bi/plurilingual teachers critical pedagogy teacher education Special aspects of education LC8-6691 Language and Literature P María Cioè-Peña Emilee Moore Luisa Martín Rojo The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
description	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.
format	article
author	María Cioè-Peña Emilee Moore Luisa Martín Rojo
author_facet	María Cioè-Peña Emilee Moore Luisa Martín Rojo
author_sort	María Cioè-Peña
title	The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
title_short	The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
title_full	The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
title_fullStr	The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
title_full_unstemmed	The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
title_sort	burden of ‘nativeness’: four plurilingual student-teachers’ stories
publisher	Universitat Autònoma de Barcelona
publishDate	2016
url	https://doaj.org/article/dc07e4f0f8954f7299ef45c91739e7f4
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The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories

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