Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
The Accented EFL Teacher: Classroom Implications
El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas
Keywords:
Accent, EFL, native, non-native, pronunciation (en)Acento, inglés como lengua extranjera, nativo, no nativo, pronunciación (es)
This article reports the findings of a research study on how significant having a foreign accent is for non-native English as a foreign language teachers and learners at university level. It points out the perceptions that teachers and students have about the most relevant issues in the teaching and learning processes. Data were collected by means of a questionnaire answered by thirty-two participants: eight Colombian teachers, eight foreign teachers, eight Colombian students, and eight foreign students. The findings show that although both teachers and students recognize the importance of having a native or native-like accent, they do not see this as the most relevant qualification to teach a language, nor the sole criterion positively affecting learning.
En este artículo se reportan los resultados de un estudio acerca de la importancia que tiene, para profesores no nativos y estudiantes de inglés como lengua extranjera, poseer un acento extranjero en un contexto universitario. Se presentan las percepciones de profesores y estudiantes sobre los aspectos más relevantes en los procesos de enseñanza-aprendizaje. La información se recogió mediante un cuestionario aplicado a treinta y dos participantes: ocho profesores colombianos, ocho profesores extranjeros, ocho estudiantes colombianos y ocho estudiantes extranjeros. Los resultados muestran que aunque todos reconocen la importancia de un acento nativo o casi nativo, no lo perciben como el aspecto más relevante para enseñar una lengua ni como el único criterio que incide positivamente en el aprendizaje.
Downloads
References
Accent. (1959). Webster’s new collegiate dictionary (p. vii). Cambridge: The Riverside Press.
Bilingual. (2000). Oxford advanced learner’s dictionary (p. 109). Oxford: Oxford University Press.
Bickerton, D. (1981). Roots of language. Ann Arbor: Karoma.
Brown, H. D. (1993). Principles of language learning and teaching. San Francisco: Prentice Hall.
Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Education, Inc.
Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In B. George (Ed.), Non-native educators in English language teaching (pp. 77-92). Mahwah, NJ: Laurence Erlbaum Associates.
Correct pronunciation. (1959). Webster’s new collegiate dictionary (p. ix). Cambridge: The Riverside Press.
Jordan, M. (2010). Arizona grades teachers on fluency [on line]. The Wall Street Journal. Retrieved from http://online.wsj.com/article/SB10001424052748703572504575213883276427528.html
Kachru, B. B. (1986). The alchemy of English: The spread of non-native Englishes. Oxford: Pergamon.
Klein, B. (2002). Categorization of bilingualism/multilingualism. Retrieved from http://www.bklein.info/buc_categorize.html
Leikin, M., Ibrahim, R., Eviatar, Z., & Sapir, S. (2009). Listening with an accent: Speech perception in a second language by late bilinguals. Psycholinguistic Research, 38, 447-457. doi: 10.1007/s10936-009-9099-1
Lenneberg, E. H. (1967). Biological foundations of language. New York, NY: Wiley.
Singleton, D., & Ryan, L. (2004). Language acquisition: The age factor. Clevedon: Multilingual Matters.
License
Copyright (c) 2012 Argemiro Arboleda Arboleda, Ángela Yicely Castro Garcés
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
