Previous publications in applied linguistics concerning nonnative English speaker teachers (NNEST... more Previous publications in applied linguistics concerning nonnative English speaker teachers (NNESTs) (e.g., Kramsch, 2003; Llurda, 2015; Pennycook, 1994; Rajagopalan, 2005; Train 2007) have analyzed and documented how ideologies rooted in the myth of the native speaker and associated ideologies engender discrimination and affect students and teachers’ sense of self-worth. This qualitative study examined a telecollaboration experience to determine how Colombian English pre-service teachers’ interactions with U.S. heritage Spanish speakers (HSSs) influence the Colombian future teachers’ self-perceptions as (non) native speakers. This research joins the call scholars have made to expand telecollaboration into critical perspectives to challenge pervasive and harmful language beliefs and attitudes (e.g., Helm, 2017; Train, 2005). Findings suggest that Colombian participants’ cooperative relationships with U.S. peers provided them affective and knowledge-based resources to build more favorable views of themselves, attitudes to confront the detrimental effects of nativespeakerism ideologies, and informed judgments to dismantle them.
Master degree programs have rapidly increased in Colombia to the point where they are one of the ... more Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants' pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants' overarching categories of development. Challenges to respondents' integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.
This study took place at Universidad Nacional de Colombia in the Foreign Languages Department. Co... more This study took place at Universidad Nacional de Colombia in the Foreign Languages Department. Concerns coming from the area of pedagogy and teaching Practice guided our efforts to seek opportunities to uphold pedagogical research as an enriching component for the preparation of prospective teachers in EFL (English as a foreign language). Student teachers, who had studied the basis of pedagogical research, planned and implemented projects to solve problematic situations along their practicum. After analyzing participants’ testimonies, results provided valuable information in relation to the conceptions student teachers held towards research as well as the professional attitudes they seemed to develop. Likewise, this study evidences how conducting research posed several challenges for these future teachers.
The native speaker fallacy has been identified as one of the most prevailing and harmful language... more The native speaker fallacy has been identified as one of the most prevailing and harmful language ideologies to affect non-native speaker teachers (NNSTs) around the world. By examining how participants' self-perceived non-nativeness shape their self-images as prospective English teachers in Colombia, this mix-method study seeks to contribute to expand this body of research in the Latin American context. Findings in this study revealed a dichotomy in participants' self-perceptions: though they do not regard their non-nativeness as a potential problem in their future careers because of their ongoing education and their advantages as NNSTs, they see themselves in an unfavorable position compared to native speaker teachers concerning their " non-ideal language ability and cultural knowledge. " Keywords: Language ideologies; Non-Native English Speaker Teachers; Myth of the Native Speaker; Native Speaker Fallacy; Self-perceived (non) Nativeness. Resumo: A falácia do falante nativo tem sido identificada como uma das ideologias mais prevalentes e prejudiciais a afetar os professores falantes não-nativos (NNSTs). Através da análise de como a autopercepção da não-natividade dos participantes forma sua autoimagem como futuros professores de inglês na Colombia, este estudo envolvendo métodos mistos procura contribuir para expandir esse corpo de pesquisa no contexto da América Latina. Resultados deste estudo revelaram uma dicotomia na autopercepção dos participantes: embora eles não considerem a sua não-natividade como um problema em potencial nas suas carreiras futuras, por causa da sua educação continuada e suas vantagens como NNSTs, em relação aos professores nativos, os NNSTs se veem em uma * john.viafara@uptc.edu.co
Fifty student teachers who travelled abroad through three types of programs, namely, ... more Fifty student teachers who travelled abroad through three types of programs, namely, au pair, teaching assistantship and work abroad, while enrolled in two public Colombian universities, provided interview and survey data for this mixed method study which privileges a qualitative approach. Researchers analyzed these participants’ reports with the purpose of determining how their international sojourns leveraged their lan - guage abilities and their pedagogical learning. Results show participants’ self-perceived language betterment as anchored in their strategies and attitudes to capitalize on the multifarious learning opportunities they encountered. At the pedagogical level, expanding teaching skills and perspectives concerning methodology, the role of culture in learning, material design and curriculum became serendipitous achievements which hinged upon student teachers’ relation with mentors and participation in various pedagogical scenarios.
Rooted in the need to confront the pervasive and harmful effect of the myth of the native speaker... more Rooted in the need to confront the pervasive and harmful effect of the myth of the native speaker and affiliated language ideologies, this article shares the findings of a research study conducted in two public Colombian universities. The study examined participants’ self-perceived (non) nativeness as speakers of Spanish and English. Using surveys and interviews within a qualitative approach, the study found that participants perceived themselves as over-empowered in their being native Spanish speakers. Conversely, as speakers of English, most prospective teachers feared the disadvantages of not achieving native-like abilities, but they were confident in their university programs and their previous experience as English users’ to achieve their language learning education goals.
Porfolios have emerged as one of the most useful tools to become informed about assessment proce... more Porfolios have emerged as one of the most useful tools to become informed about assessment processes in courses. The following article describes a Basic English I and ELT methodology class in the evaluation of course aims. Collecting data through material in portfolios and interviews, the teachers sought to explore students' perceptions of course goals in relation to the ones set for their course at a public university. This study reveals students' beliefs regarding materials as a means for developing language competence, a view of language and a critical position. Furthermore students' perceptions accounted for awareness raising processes and the possibility to theory into practice.
This study explores how the pedagogical knowledge of a group of EFL student teachers is
revealed ... more This study explores how the pedagogical knowledge of a group of EFL student teachers is revealed through their reflection. During a semester, participants used journals, responded to observation notes and attended conferences with their counselor as part of their teaching practicum. The findings revealed a cycle that emerged as student teachers revised, became aware or updated their pedagogical knowledge fueled by reflection in the form of selfappraisal. Additionally, reflection led prospective teachers in constructing meaningful pedagogical knowledge to shape a plan for their actions as they moved into a transformation of their teaching
Colombian English as a foreign language student teachers’ opportunities to grow as educators thro... more Colombian English as a foreign language student teachers’ opportunities to grow as educators through international sojourns do not usually subsume the traditional study and residence abroad goal. This was the case for our participants who engaged mainly in working abroad with study being ancillary. Fifty student teachers from two public universities reported how their international sojourn bolstered their intercultural learning. Three different programs, disconnected from participants’ academic institutions, became vehicles for their experiences abroad. Surveys and interviews reveal that participants’ origin, selected programs, and contextual circumstances influenced their intercultural learning. As a result, intercultural development gravitated towards awareness of intercultural patterns, critical reading of culture, and pre-service teachers’ repositioning to build cultural agency. Implications suggest the need to connect traveling abroad programs to undergraduate curricula.
In order to become peer-tutors in a BA program in
Modern Languages, a group of English as a Forei... more In order to become peer-tutors in a BA program in Modern Languages, a group of English as a Foreign Language (EFL) student teachers attended a study and research group in a university. Throughout their participation, prospective teachers collaborated and reflected by means of task completion and dialogue to learn the theory and practice of tutoring and research. Additionally, participants provided survey, journal, and interview data to contribute to the exploration of how their group membership shaped them academically and personally. Results suggested that student teachers increased their knowledge of English due to their use of real-life group dynamics, among others. Furthermore, they updated and expanded their competencies to monitor pedagogical situations, design strategies, and solve problems.
Previous publications in applied linguistics concerning nonnative English speaker teachers (NNEST... more Previous publications in applied linguistics concerning nonnative English speaker teachers (NNESTs) (e.g., Kramsch, 2003; Llurda, 2015; Pennycook, 1994; Rajagopalan, 2005; Train 2007) have analyzed and documented how ideologies rooted in the myth of the native speaker and associated ideologies engender discrimination and affect students and teachers’ sense of self-worth. This qualitative study examined a telecollaboration experience to determine how Colombian English pre-service teachers’ interactions with U.S. heritage Spanish speakers (HSSs) influence the Colombian future teachers’ self-perceptions as (non) native speakers. This research joins the call scholars have made to expand telecollaboration into critical perspectives to challenge pervasive and harmful language beliefs and attitudes (e.g., Helm, 2017; Train, 2005). Findings suggest that Colombian participants’ cooperative relationships with U.S. peers provided them affective and knowledge-based resources to build more favorable views of themselves, attitudes to confront the detrimental effects of nativespeakerism ideologies, and informed judgments to dismantle them.
Master degree programs have rapidly increased in Colombia to the point where they are one of the ... more Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants' pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants' overarching categories of development. Challenges to respondents' integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.
This study took place at Universidad Nacional de Colombia in the Foreign Languages Department. Co... more This study took place at Universidad Nacional de Colombia in the Foreign Languages Department. Concerns coming from the area of pedagogy and teaching Practice guided our efforts to seek opportunities to uphold pedagogical research as an enriching component for the preparation of prospective teachers in EFL (English as a foreign language). Student teachers, who had studied the basis of pedagogical research, planned and implemented projects to solve problematic situations along their practicum. After analyzing participants’ testimonies, results provided valuable information in relation to the conceptions student teachers held towards research as well as the professional attitudes they seemed to develop. Likewise, this study evidences how conducting research posed several challenges for these future teachers.
The native speaker fallacy has been identified as one of the most prevailing and harmful language... more The native speaker fallacy has been identified as one of the most prevailing and harmful language ideologies to affect non-native speaker teachers (NNSTs) around the world. By examining how participants' self-perceived non-nativeness shape their self-images as prospective English teachers in Colombia, this mix-method study seeks to contribute to expand this body of research in the Latin American context. Findings in this study revealed a dichotomy in participants' self-perceptions: though they do not regard their non-nativeness as a potential problem in their future careers because of their ongoing education and their advantages as NNSTs, they see themselves in an unfavorable position compared to native speaker teachers concerning their " non-ideal language ability and cultural knowledge. " Keywords: Language ideologies; Non-Native English Speaker Teachers; Myth of the Native Speaker; Native Speaker Fallacy; Self-perceived (non) Nativeness. Resumo: A falácia do falante nativo tem sido identificada como uma das ideologias mais prevalentes e prejudiciais a afetar os professores falantes não-nativos (NNSTs). Através da análise de como a autopercepção da não-natividade dos participantes forma sua autoimagem como futuros professores de inglês na Colombia, este estudo envolvendo métodos mistos procura contribuir para expandir esse corpo de pesquisa no contexto da América Latina. Resultados deste estudo revelaram uma dicotomia na autopercepção dos participantes: embora eles não considerem a sua não-natividade como um problema em potencial nas suas carreiras futuras, por causa da sua educação continuada e suas vantagens como NNSTs, em relação aos professores nativos, os NNSTs se veem em uma * john.viafara@uptc.edu.co
Fifty student teachers who travelled abroad through three types of programs, namely, ... more Fifty student teachers who travelled abroad through three types of programs, namely, au pair, teaching assistantship and work abroad, while enrolled in two public Colombian universities, provided interview and survey data for this mixed method study which privileges a qualitative approach. Researchers analyzed these participants’ reports with the purpose of determining how their international sojourns leveraged their lan - guage abilities and their pedagogical learning. Results show participants’ self-perceived language betterment as anchored in their strategies and attitudes to capitalize on the multifarious learning opportunities they encountered. At the pedagogical level, expanding teaching skills and perspectives concerning methodology, the role of culture in learning, material design and curriculum became serendipitous achievements which hinged upon student teachers’ relation with mentors and participation in various pedagogical scenarios.
Rooted in the need to confront the pervasive and harmful effect of the myth of the native speaker... more Rooted in the need to confront the pervasive and harmful effect of the myth of the native speaker and affiliated language ideologies, this article shares the findings of a research study conducted in two public Colombian universities. The study examined participants’ self-perceived (non) nativeness as speakers of Spanish and English. Using surveys and interviews within a qualitative approach, the study found that participants perceived themselves as over-empowered in their being native Spanish speakers. Conversely, as speakers of English, most prospective teachers feared the disadvantages of not achieving native-like abilities, but they were confident in their university programs and their previous experience as English users’ to achieve their language learning education goals.
Porfolios have emerged as one of the most useful tools to become informed about assessment proce... more Porfolios have emerged as one of the most useful tools to become informed about assessment processes in courses. The following article describes a Basic English I and ELT methodology class in the evaluation of course aims. Collecting data through material in portfolios and interviews, the teachers sought to explore students' perceptions of course goals in relation to the ones set for their course at a public university. This study reveals students' beliefs regarding materials as a means for developing language competence, a view of language and a critical position. Furthermore students' perceptions accounted for awareness raising processes and the possibility to theory into practice.
This study explores how the pedagogical knowledge of a group of EFL student teachers is
revealed ... more This study explores how the pedagogical knowledge of a group of EFL student teachers is revealed through their reflection. During a semester, participants used journals, responded to observation notes and attended conferences with their counselor as part of their teaching practicum. The findings revealed a cycle that emerged as student teachers revised, became aware or updated their pedagogical knowledge fueled by reflection in the form of selfappraisal. Additionally, reflection led prospective teachers in constructing meaningful pedagogical knowledge to shape a plan for their actions as they moved into a transformation of their teaching
Colombian English as a foreign language student teachers’ opportunities to grow as educators thro... more Colombian English as a foreign language student teachers’ opportunities to grow as educators through international sojourns do not usually subsume the traditional study and residence abroad goal. This was the case for our participants who engaged mainly in working abroad with study being ancillary. Fifty student teachers from two public universities reported how their international sojourn bolstered their intercultural learning. Three different programs, disconnected from participants’ academic institutions, became vehicles for their experiences abroad. Surveys and interviews reveal that participants’ origin, selected programs, and contextual circumstances influenced their intercultural learning. As a result, intercultural development gravitated towards awareness of intercultural patterns, critical reading of culture, and pre-service teachers’ repositioning to build cultural agency. Implications suggest the need to connect traveling abroad programs to undergraduate curricula.
In order to become peer-tutors in a BA program in
Modern Languages, a group of English as a Forei... more In order to become peer-tutors in a BA program in Modern Languages, a group of English as a Foreign Language (EFL) student teachers attended a study and research group in a university. Throughout their participation, prospective teachers collaborated and reflected by means of task completion and dialogue to learn the theory and practice of tutoring and research. Additionally, participants provided survey, journal, and interview data to contribute to the exploration of how their group membership shaped them academically and personally. Results suggested that student teachers increased their knowledge of English due to their use of real-life group dynamics, among others. Furthermore, they updated and expanded their competencies to monitor pedagogical situations, design strategies, and solve problems.
Master degree programs have rapidly increased in Colombia to the point where they are one of the ... more Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants' pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants' overarching categories of development. Challenges to respondents' integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.
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assistantship and work abroad, while enrolled in two public Colombian universities, provided interview and
survey data for this mixed method study which privileges a qualitative approach. Researchers analyzed these
participants’ reports with the purpose of determining how their international sojourns leveraged their lan
-
guage abilities and their pedagogical learning. Results show participants’ self-perceived language betterment
as anchored in their strategies and attitudes to capitalize on the multifarious learning opportunities they
encountered. At the pedagogical level, expanding teaching skills and perspectives concerning methodology,
the role of culture in learning, material design and curriculum became serendipitous achievements which
hinged upon student teachers’ relation with mentors and participation in various pedagogical scenarios.
language ideologies, this article shares the findings of a research study conducted in two public Colombian universities.
The study examined participants’ self-perceived (non) nativeness as speakers of Spanish and English. Using surveys
and interviews within a qualitative approach, the study found that participants perceived themselves as over-empowered
in their being native Spanish speakers. Conversely, as speakers of English, most prospective teachers feared the
disadvantages of not achieving native-like abilities, but they were confident in their university programs and their
previous experience as English users’ to achieve their language learning education goals.
revealed through their reflection. During a semester, participants used journals, responded
to observation notes and attended conferences with their counselor as part of their teaching
practicum. The findings revealed a cycle that emerged as student teachers revised, became
aware or updated their pedagogical knowledge fueled by reflection in the form of selfappraisal.
Additionally, reflection led prospective teachers in constructing meaningful pedagogical
knowledge to shape a plan for their actions as they moved into a transformation of
their teaching
international sojourns do not usually subsume the traditional study and residence abroad goal. This was
the case for our participants who engaged mainly in working abroad with study being ancillary. Fifty
student teachers from two public universities reported how their international sojourn bolstered their
intercultural learning. Three different programs, disconnected from participants’ academic institutions,
became vehicles for their experiences abroad. Surveys and interviews reveal that participants’ origin,
selected programs, and contextual circumstances influenced their intercultural learning. As a result,
intercultural development gravitated towards awareness of intercultural patterns, critical reading of
culture, and pre-service teachers’ repositioning to build cultural agency. Implications suggest the need
to connect traveling abroad programs to undergraduate curricula.
Modern Languages, a group of English as a Foreign
Language (EFL) student teachers attended a study
and research group in a university. Throughout their
participation, prospective teachers collaborated
and reflected by means of task completion and
dialogue to learn the theory and practice of tutoring
and research. Additionally, participants provided
survey, journal, and interview data to contribute
to the exploration of how their group membership
shaped them academically and personally. Results
suggested that student teachers increased their
knowledge of English due to their use of real-life
group dynamics, among others. Furthermore, they
updated and expanded their competencies to
monitor pedagogical situations, design strategies,
and solve problems.
assistantship and work abroad, while enrolled in two public Colombian universities, provided interview and
survey data for this mixed method study which privileges a qualitative approach. Researchers analyzed these
participants’ reports with the purpose of determining how their international sojourns leveraged their lan
-
guage abilities and their pedagogical learning. Results show participants’ self-perceived language betterment
as anchored in their strategies and attitudes to capitalize on the multifarious learning opportunities they
encountered. At the pedagogical level, expanding teaching skills and perspectives concerning methodology,
the role of culture in learning, material design and curriculum became serendipitous achievements which
hinged upon student teachers’ relation with mentors and participation in various pedagogical scenarios.
language ideologies, this article shares the findings of a research study conducted in two public Colombian universities.
The study examined participants’ self-perceived (non) nativeness as speakers of Spanish and English. Using surveys
and interviews within a qualitative approach, the study found that participants perceived themselves as over-empowered
in their being native Spanish speakers. Conversely, as speakers of English, most prospective teachers feared the
disadvantages of not achieving native-like abilities, but they were confident in their university programs and their
previous experience as English users’ to achieve their language learning education goals.
revealed through their reflection. During a semester, participants used journals, responded
to observation notes and attended conferences with their counselor as part of their teaching
practicum. The findings revealed a cycle that emerged as student teachers revised, became
aware or updated their pedagogical knowledge fueled by reflection in the form of selfappraisal.
Additionally, reflection led prospective teachers in constructing meaningful pedagogical
knowledge to shape a plan for their actions as they moved into a transformation of
their teaching
international sojourns do not usually subsume the traditional study and residence abroad goal. This was
the case for our participants who engaged mainly in working abroad with study being ancillary. Fifty
student teachers from two public universities reported how their international sojourn bolstered their
intercultural learning. Three different programs, disconnected from participants’ academic institutions,
became vehicles for their experiences abroad. Surveys and interviews reveal that participants’ origin,
selected programs, and contextual circumstances influenced their intercultural learning. As a result,
intercultural development gravitated towards awareness of intercultural patterns, critical reading of
culture, and pre-service teachers’ repositioning to build cultural agency. Implications suggest the need
to connect traveling abroad programs to undergraduate curricula.
Modern Languages, a group of English as a Foreign
Language (EFL) student teachers attended a study
and research group in a university. Throughout their
participation, prospective teachers collaborated
and reflected by means of task completion and
dialogue to learn the theory and practice of tutoring
and research. Additionally, participants provided
survey, journal, and interview data to contribute
to the exploration of how their group membership
shaped them academically and personally. Results
suggested that student teachers increased their
knowledge of English due to their use of real-life
group dynamics, among others. Furthermore, they
updated and expanded their competencies to
monitor pedagogical situations, design strategies,
and solve problems.