Chilean teachers’ perceived sense of discrimination resulting from their perceived accented speech and nationality and their relationship with job prospects
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La prevalencia del enfoque chovinista dentro de la industria TESOL (Holliday, 2009) ha
demostrado un juicio indirecto hacia los profesores no nativos de inglés. El siguiente estudio, de
origen qualitativo, busca mostrar la presunta inclinación negativa hacia los hablantes no nativos
del idioma, especialmente los profesores que participan en procesos de reclutamiento. Los
métodos de recolección de datos que se utilizaron fueron entrevistas grabadas, testimonios y un
libro de notas. Los resultados, por sí mismos, mostraron que los profesores no nativos perciben
discriminación relacionada con su acento al momento de enfrentarse a entrevistas de trabajo y
cuán esencial es considerado el acento que se usa tanto el estadounidense como el británico. Las
conclusiones e implicancias son cruciales para el sistema educacional chileno, dado que se
considera pertinente para el proceso de aprendizaje que proviene de un hablante no nativo.
The prevalence of a chauvinistic approach in the TESOL industry (Holliday, 2009) has posed an indirect prejudice towards non-native English teachers. The following qualitative study seeks to unveil the accented-speech alleged bias against non-native English speakers (NNESs), especially English teachers as a foreign language when participating in a hiring process.The methods of data collection throughout this inquiry were narrative, recorded interviews and a journal. The results showed that Chilean English language teachers perceive an accented-speech discrimination regarding hiring employers and how they consider pivotal the accent being used both American and British. The conclusions and implications are crucial for the Chilean Education system, especially how pertinent it is for the language learning which come from a non-native speaker.
The prevalence of a chauvinistic approach in the TESOL industry (Holliday, 2009) has posed an indirect prejudice towards non-native English teachers. The following qualitative study seeks to unveil the accented-speech alleged bias against non-native English speakers (NNESs), especially English teachers as a foreign language when participating in a hiring process.The methods of data collection throughout this inquiry were narrative, recorded interviews and a journal. The results showed that Chilean English language teachers perceive an accented-speech discrimination regarding hiring employers and how they consider pivotal the accent being used both American and British. The conclusions and implications are crucial for the Chilean Education system, especially how pertinent it is for the language learning which come from a non-native speaker.
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera, Master of Arts in TESOL)
Palabras clave
Discriminación, Profesores de Inglés, Chile