A ideologia do falante nativo em um contexto bilíngüe Colombiano?
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Publicado:
Nov 27, 2019
Palavras-chave:
Bilinguismo, Professores Nativos de Língua Inglesa, Professores de Língua Inglesa Não Nativa, Políticas Linguísticas, Língua Inglesa na Colômbia
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Resumo
Este artigo descreve como o inglês é visto como o foco principal das políticas bilíngues na Colômbia. Neste artigo reflexivo, a revisão crítica do autor de diferentes textos é apresentada para chamar a atenção para o bilinguismo nas políticas atuais. A importância da língua inglesa é questionada e visões diferentes sobre a dicotomia do falante nativo e do falante nativo são levadas em conta para descrever como um professor de inglês qualificado pode ser visto em um contexto onde as políticas parecem não funcionar bem. No caso da Colômbia, programas ambiciosos de ensino de inglês geralmente favorecem o status e o conhecimento do falante nativo sobre os professores colombianos que não podem ser categorizados no que um modelo nativo apresenta (Guerrero, 2008). A fim de obter entendimento, diferentes visões de autores foram analisadas em relação à idéia de bilinguismo e seus efeitos nas atuais práticas de ensinoaprendizagem colombianas. Ainda mais, a forma como o mito do falante nativo moldou o modelo ideal de professor de línguas num contexto em que as oportunidades de praticar o inglês são limitadas.
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Como Citar
Espinosa-Vargas, J. A. (2019). A ideologia do falante nativo em um contexto bilíngüe Colombiano?. Quaestiones Disputatae: Temas En Debate, 12(24), 97-111. Recuperado de http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/1814
Seção
Artículos Vol. 12
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Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Referências
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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.
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.