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Square-Headed Frogs and World Citizens : Attitudes and Identities of ESL Teacher Candidates in Québec
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| Authors/collaborators |
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| Title |
Square-Headed Frogs and World Citizens : Attitudes and Identities of ESL Teacher Candidates in Québec
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| Abstract |
The authors explore the attitudes and identities of future ESL teachers in a 4-year teacher education program in a regional university in Quebec. They describe the sociopolitical context of learning English in Quebec and explain studies describing the position of nonnative-speakers who teach English in various political and geographical contexts, drawing on Kachru's work on the three concentric circles from a World Englishes perspective. Fifty-four future teachers responded to an online survey designed to understand their attitudes toward native speaker proficiency and their linguistic and cultural identities as future ESL teachers. The authors found that respondents had contradictory attitudes toward their own linguistic proficiency and accents, the native-speaker model, and conflicting desires of retaining their assumed identities and adopting native-speaker identities. Their conclusions indicate the importance of political discourses in their society and international discourses, such as the native-speaker fallacy, which have complex, conflicting influences on these future teachers.
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| Publication |
Journal of Language, Identity, and Education
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| Volume |
Vol. 13
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| Issue |
no. 5
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| Pages |
319-334
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| Date |
2014
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| Language |
en
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| Citation |
Steinbach, Marilyn, and Viktoria Kazarloga. “Square-Headed Frogs and World Citizens : Attitudes and Identities of ESL Teacher Candidates in Québec.” Journal of Language, Identity, and Education Vol. 13, no. 5 (2014): 319–334.
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