Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers' identity. |
| Συγγραφείς: |
Gordon, Joshua1 (AUTHOR) joshua.gordon@uni.edu, Barrantes-Elizondo, Lena2 (AUTHOR) |
| Πηγή: |
Language Teaching Research. Sep2026, Vol. 30 Issue 7, p3951-3971. 21p. |
| Θεματικοί όροι: |
*Professional identity, *Language teachers, *Teacher training, *Self-perception, *Foreign language education, *Phonetics, *English as a foreign language |
| Γεωγραφικοί όροι: |
Costa Rica |
| Περίληψη: |
One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included semi-structured individual interviews, reflexive personal documents, and a focus-group interview, this study identifies and analyses factors that underlie a group of NNS pronunciation teachers' professional identity. The participants in this study were NNS pronunciation teachers at a higher-education institution in Costa Rica (Central America), an EFL context. The findings indicate a lack of formal pronunciation-teaching training at all levels in their careers for these teachers. However, while these teachers made a clear distinction between being native speakers (NSs) and NNS through a clear idealization of nativeness, they gained linguistic and professional legitimacy for teaching pronunciation because of their knowledge of English phonetics/phonology, and general language teaching pedagogy. The results are discussed in terms of implications for teacher training in pronunciation pedagogy. [ABSTRACT FROM AUTHOR] |
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