A Liberatory Pedagogy for Non-Native Teachers of English

Date

2018-12-01

Author

Tezgiden Cakcak, Sebahat Yasemin

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Native English speaking teacher of English/non-native English speaking teacher of English (NEST/NNEST) inequity has been a well-documented reality in the foreign language education field. Interpreting the dichotomy of NEST/NNEST from Freire's theoretical perspective, this article provides insights into the internalization of native speakerist ideology by large numbers of non-native teachers of English. Using Freire's understanding of the relationship between the oppressor and the oppressed, this article argues that non-native teachers of English are divided beings: they are both themselves and the consciousness of the native speaker they internalized. Following Freire's liberatory pedagogy, this article suggests a dialogical problem-posing education for overcoming NEST-NNEST inequity in English language teacher education in Turkey.

Subject Keywords

Native and non-native English speaking teacher of English inequity, Freire's liberatory pedagogy, native speakerism, English teacher education

URI

https://hdl.handle.net/11511/68857

Journal

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

DOI

https://doi.org/10.30964/auebfd.450234

Collections

Department of Foreign Language Education, Article

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Citation Formats

S. Y. Tezgiden Cakcak, “A Liberatory Pedagogy for Non-Native Teachers of English,” Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, pp. 193–211, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/68857.