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Discriminatory Practices Against Non-Native English Speaker Teachers in Colombia’s Language Centers: A Multimodal Study
Prácticas discriminatorias contra profesores no nativos de inglés en centros de lenguas de Colombia: un estudio multimodal
DOI:
https://doi.org/10.15446/profile.v26n1.105427Keywords:
discriminatory practices, language centers, native speakers of English, non-native speakers of English (en)centros de idiomas, prácticas discriminatorias, profesores de inglés nativos, profesores de inglés no nativos (es)
This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, language centers’ websites, social media, and recruitment materials. Data were analyzed using content and multimodal discourse analysis. Findings unveiled that, in general, these language centers favor native English speaker teachers and discriminate against non-native English speaker teachers in multiple ways, as the former are privileged in job searches, are asked fewer hiring requirements, have more room for negotiation, earn higher salaries, and enjoy more perks.
El propósito de este análisis del discurso multimodal/multimedial fue explorar las prácticas institucionales hacia los profesores nativos y no nativos de inglés en cinco centros de idiomas en Medellín, Colombia, mediante entrevistas a coordinadores y profesores y el análisis del discurso de las páginas web, redes sociales y materiales de reclutamiento de estos centros. Los hallazgos revelaron que, en general, estos centros de idiomas favorecen a los profesores de inglés nativos y discriminan a los profesores de inglés no nativos de múltiples maneras, pues los primeros son privilegiados en la búsqueda de empleo, se les piden menos requisitos de contratación, tienen más margen de negociación, reciben salarios más altos y disfrutan de más beneficios.
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1. Yue Zhang, Wilkinson Daniel Wong Gonzales. (2025). Multilingual TESOL: De-constructing and Re-constructing Power 'in,' 'of,' and 'for' Language Classrooms. , p.229. https://doi.org/10.1007/978-981-96-9278-1_13.
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