Prononciation native dans un contexte Colombien?
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Publiée:
nov. 27, 2019
Mots-clés:
Bilinguisme, Professeurs anglophones, Professeurs non anglophones, Politiques linguistiques, Langue anglaise en Colombie
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Résumé
Cet article décrit comment l’anglais est considéré comme l’axe principal des politiques bilingues en Colombie. Cet article de réflexion présente la critique de l’auteur sur différents textes afin d’attirer l’attention sur le bilinguisme dans les politiques actuelles. L’importance de la langue anglaise est mise en doute et différents points de vue sur la dichotomie des locuteurs natifs et des locuteurs non natifs sont pris en compte pour décrire comment un professeur d’anglais qualifié peut être perçu dans un contexte où les politiques semblent ne pas bien fonctionner. Dans le cas de la Colombie, des programmes ambitieux d’enseignement de l’anglais favorisent généralement le statut et les connaissances du locuteur natif par rapport aux enseignants colombiens, qui ne peuvent pas être classés dans les caractéristiques d’un modèle natif (Guerrero, 2008). Afin de mieux comprendre le point de vue des différents auteurs, nous avons analysé l’idée de bilinguisme et ses effets sur les pratiques actuelles d’enseignement et d’apprentissage en Colombie. D´ailleurs, la manière dont le mythe de la langue maternelle a façonné le modèle idéal de professeur de langue dans un contexte où les possibilités de pratiquer l’anglais sont limitées.
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Comment citer
Espinosa-Vargas, J. A. (2019). Prononciation native dans un contexte Colombien?. Quaestiones Disputatae: Temas En Debate, 12(24), 97-111. Consulté à l’adresse http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/1814
Rubrique
Artículos Vol. 12
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Medgyes, P. (1992). Native or non-native: Who’s worth more? ESL Journal, 46(4), 340-349.
Medgyes, P. (2001). When the teacher is a Non-native Speaker. Teaching pronunciation, 429-442.
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Ordoñez, C. (2011). Education for bilingualism: Connecting Spanish and English from the curriculum, into the classroom and beyond. PROFILE, 13, (2), 147-161.
Phillipson, R. (2000). English in the new world order. Variations on a theme of linguistic imperialism and “world” English. In T. R. (Ed.), Ideology, politics and language policies (pp. 87-106). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s self image: An international survey. System, 22(3), 353-357.
Sanchez, A. (2013). Bilingüismo en Colombia. Cartagena: Centro de Estudios Económicos del Banco de la República.
Sánchez-Jabba, A. (2012). El bilingüismo en los bachilleres colombianos. Documentos de Trabajo Sobre Econom´ıa Regional, No. 159. Banco de la República.
Sauvignon, S. J. (1983). Communicative competence: theory and classroom practice Reading,Mass. Addison Wesley.
Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. World Englishes, 18(2), 233-145.
Valencia, S. (2005). Bilingualism and English language teaching in Colombia: A critical outlook. Paper presented at the ELT conference. Quindio: Universidad del Quindio, Armenia.
Vélez-Rendon, G. (2003). English in Colombia: a sociolinguistic profile. World Englishes 22(2), 185-198.
Williams, M. & Burden, R. (1997). Psychology for language teachers: A social constructional approach. Cambridge: Cambridge University Press.
Ardila-Muñoz, J. Y. (2016). Movilidad estudiantil: entre la intención de integración de la educación superior y su mercantilización. Quaestiones Disputatae: temas en debate, 9(18), 89-109.
Astor, A. (2000). A qualified nonnative English-speaking teacher is second to none in the field. TESOL Matters, 10(2), 18-19.
Barón, J. & Bonilla, L. (2011). La calidad de los maestros en Colombia: Desempeño en el examen de Estado del ICFES y la probabilidad de graduarse en el area de educación. Documentos de Trabajo Sobre Economía Regional, No. 152.
Berns, M. (2008). English as a lingua franca, and intelligibility. World Englishes 27, 327- 334.
Bloomfield, L. (1933). Language. London: Allen and Unwin.
Bonilla Carvajal, C. A., & Tejada-Sánchez, I. (2016). Unanswered questions in Colombia’s language education policy. PROFILE Issues in Teachers’ Professional Development, 18(1) https://doi.org/10.15446/profile.v18n1.51996., 185-201.
Braine, G. (2010). NNS English teachers and accents. WATESOL NNEST Caucus Annual Review, 1, 15-19.
Brown, A. (2009). Students’ and Teachers’ Perceptions of Effective Foreign Language Teacxhing: A Comparisson of ideals . The Modern Language Journal. Vol. 93, No.1.
Butler, Y & Hakuta, K. (2004). Bilingualism and second Language Acquisition. In: Bathia, T & Ritchie, W (Eds) The handbook of Bilingualism. Malden, MA. Oxford: Blackwell Publishing.
Canagarajah, A. S. (1999). Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.). Nonnative educators in English language teaching, (pp. 77-92). Mahwah, NJ: Erlbaum.
Canagarajah, A. S. (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Erlbaum.
Coppieters, R. (1987). Competence difference between native and near-native speakers. Language, 63, 544-573.
Council of Europe (2004). Common European framework of reference for languages: Learning, teaching, assessment.
Crystal, D. (2003). English as a Global Language (2nd Edition ed.). Cambridge: Cambridge University Press.
Cullen, R. (2001). The use of lesson transcripts for developing teachers’ classroom language. System, 29(1), 27-43. de Mejía, A. (2006). Bilingual education in Colombia: Towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, 8, 152-168.
Doff, A. (1987). Training materials as an instrument of methodological change. In R. Bowers (Ed.), Language Teacher Education: An integrated Programme for ELT Teacher Training. ELT Documents 125:67-71. Basingstoke: Macmillan for English Publications.
Fandiño-Parra, Y. B. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educación y Educadores 15(3)., 363-381.
Fishman, J. A. (1965). Bilingualism, Intelligence and Language Learning. The Modern Language Journal. Vol. 49, Retrieved from http://www.jstor.org/stable/323298.
García, O. (1997). Bilingual Education. In Colmas, F. (Ed) The Handbook of Sociolinguistics. Massachusetts, USA: Blackwell Publishing.
Graddol, D. (2006). English Next. Brittish Council.
Guerrero, C. H. (2008). Bilingual Colombia: What does It Mean to Be Bilingual within the Framework of the National Plan of Bilingualism? Profile Issues in Teachers’ Professional Development, 10, 27-46.
Han, Z. (2004). To be a native speaker means not to be a nonnative speaker. Second Language Research 20, (2), 166-187.
ICFES. (2015). Icfes. Retrieved from http://www.icfes.gov.co/instituciones-educativas-ysecretarias/saber-pro/informacion-de-la-prueba-saber-pro
Kachru, B. (1982). Models for Non-Native Englishes. In B. Kachru (Ed.), The other Tongue: English across cultures. Illinois: Urbana: University of Illinois Press. Kachru, B. B. (1992). The Other Tongue: English Across Cultures. Illinois: University of
Illinois Press.
Kresovich, B. M. (1988). Error gravity: Perceptions of native-speaking and non-native speaking faculty in EFL. (ERIC Document Reproduction Service No. 311 732).
Lange, L. (1990). A blueprint for a teacher development program. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 245-268). Cambridge: Cambridge University Press.
Lee, L. (2004). Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the USA. Language Learning & Technology, 8(1), 83-100.
Llurda, E. (2006). Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (Vol. V). (E. Llurda, Ed.) University de Lleida, Spain: Springer Science+Business Media, LLC.
Maurais, J. (2003). Towards a new global linguistic order? In J. M. (Eds.), Languages in a globalizing world (pp. 13-36). Cambridge: Cambridge University Press.
Medgyes, P. (1992). Native or non-native: Who’s worth more? ESL Journal, 46(4), 340-349.
Medgyes, P. (2001). When the teacher is a Non-native Speaker. Teaching pronunciation, 429-442.
Ministerio de Educación Nacional. (2006). Educación: Visión 2019. Disponible en: http://www.mineducacion.gov.co/1621/article-122719.html.
Ministerio de Educación Nacional, MEN. (2015). In Colombia Bilingüe en el simposio “Desafíos para el desarrollo profesional de los educadores”. Retrieved from http://www.mineducacion.gov.co/cvn/1665/w3-article-351002.html.
Ordoñez, C. (2011). Education for bilingualism: Connecting Spanish and English from the curriculum, into the classroom and beyond. PROFILE, 13, (2), 147-161.
Phillipson, R. (2000). English in the new world order. Variations on a theme of linguistic imperialism and “world” English. In T. R. (Ed.), Ideology, politics and language policies (pp. 87-106). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s self image: An international survey. System, 22(3), 353-357.
Sanchez, A. (2013). Bilingüismo en Colombia. Cartagena: Centro de Estudios Económicos del Banco de la República.
Sánchez-Jabba, A. (2012). El bilingüismo en los bachilleres colombianos. Documentos de Trabajo Sobre Econom´ıa Regional, No. 159. Banco de la República.
Sauvignon, S. J. (1983). Communicative competence: theory and classroom practice Reading,Mass. Addison Wesley.
Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. World Englishes, 18(2), 233-145.
Valencia, S. (2005). Bilingualism and English language teaching in Colombia: A critical outlook. Paper presented at the ELT conference. Quindio: Universidad del Quindio, Armenia.
Vélez-Rendon, G. (2003). English in Colombia: a sociolinguistic profile. World Englishes 22(2), 185-198.
Williams, M. & Burden, R. (1997). Psychology for language teachers: A social constructional approach. Cambridge: Cambridge University Press.