Raziskava o diskriminatornih praksah učiteljev jezikov do učencev pri pouku: vzroki, posledice in napotki
Povzetek
Dosedanje raziskave potrjujejo, da so posamezniki zaradi različnih razlogov pogosto izpostavljeni raznim oblikam diskriminacije. Namen raziskave je bil ugotoviti diskriminatorno obnašanje do učencev angleškega jezika kot tujega jezika, razloge zanj, škodljive posledice za učence in mogoče rešitve. Podatki so bili zbrani z vprašalniki, intervjuji in z opazovanjem pouka. V raziskavi je sodelovalo petinšestdeset iranskih učencev iz različnih etničnih, jezikovnih in iz socialno-ekonomskih okolij. Ugotovljeno je bilo, da je bila skoraj tretjina učencev deležna raznih oblik diskriminacije, ki je po njihovem mnenju temeljila na barvi kože, starosti, spolu, pripadnosti družbenemu razredu ter tudi na političnih in verskih prepričanjih. Poleg tega so izsledki pokazali, da je diskriminacija zavirala motivacijo učencev in njihove splošne sposobnosti, saj je negativno vplivala na udeležbo učencev pri pouku, njihov občutek odgovornosti, učni uspeh in na opravljanje nalog. Raziskava je razkrila, da so učitelji odkrito diskriminirali učence na način, da so jih javno zasmehovali, da jih niso spodbujali k sodelovanju pri pouku in da so nepravično ocenjevali njihovo znanje. Predlogi za večjo ozaveščenost o implicitnih stališčih in predsodkih za prepoznavanje in ustavitev diskriminatorne prakse učiteljev angleščine kot tujega jezika so vsebovali oblikovanje programov za izobraževanje učiteljev, ozaveščanje učencev, ozaveščanje učiteljev o odgovornostih in pravicah učencev, institucionalna opozorila, kaznovanje »diskriminirajočih« učiteljev in odpuščanje učiteljev.Prenosi
Literatura
Alim, H. S. (2003). “We are the streetsâ€: African American language and the strategic construction of a street conscious identity. In S. Makoni, G. Smitherman, A. F. Ball, & A. K. Spears (Eds.), Black linguistics: Language, society, and politics in Africa and the Americas (pp. 40-59). Routledge.
Allen, R. L. (2004). Whiteness and critical pedagogy. Educational Philosophy and Theory, 36(2), 121–136.
Bell, D. A. (1995). Who is afraid of critical race theory? University of Illinois Law Review, 1995, 893–910.
Bonilla-Silva, E. (2005). ‘Racism’ and ‘New Racism’: The contours of racial dynamics in contemporary America. In Z. Leonardo (Ed.), Critical pedagogy and race (pp. 1–35). Blackwell Publishing.
Burr, V. (2006). An introduction to social constructionism. Routledge.
Chin, W. Y. (2010). Linguistic profiling in education: How accent bias denies equal educational opportunities to students of color. Scholar, 12, 355–443.
Chisholm, I. M. (1994). Preparing teachers for multi-cultural classrooms. The Journal of Educational Issues of Language Minority Students, 14, 43–68. www.ncela.edstudies.net
Chou, H. (2007). Multi-cultural teacher education: Toward a culturally responsible pedagogy. Essays in Education, 21, 139–162.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209.
Cotterill, J. (2003). Language and power in court: A linguistic analysis of the O. J. Simpson trial. Palgrave Mcmillan.
Darvin, R., & Norton, B. (2014). Social class, identity, and migrant students. Journal of Language, Identity and Education, 13(2), 111–117.
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York University Press.
Despagne, C. (2013). An investigation into identity, power and autonomous EFL learning among indigenous and minority students in post-secondary education: A Mexican case study. Unpublished Doctoral Dissertation. University of Western Ontario, Canada.
Dörnyei, Z., & Ushioda, E. (Eds.) (2009). Motivation, language identity and the L2 self. Multi-lingual Matters.
Fought, C. (2006). Language and ethnicity. Cambridge University Press.
Friedman, D. A. (2012). How to collect and analyze qualitative data. In A. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition (pp. 180–200). Blackwell Publishing.
Gillborn, D., & Ladson-Billings, G. (2010). Education and critical race theory. In M. W. Apple, S. J. Ball, & L. A. Gandin (Eds.), The Routledge international handbook of the sociology of education (pp. 37–47). Routledge.
Goodman, S., & Rowe, L. (2014). ‘Maybe it is prejudice … but it is NOT racism’: Negotiating racism in discussion forums about Gypsies. Discourse & Society, 25(1), 32–46.
Holliday, A. (2009). English as a lingua franca, ‘non-native speakers’ and cosmopolitan realities. In F. Sharifian (Ed.), English as an international language (pp. 21–33). Multi-lingual Matters.
Ibrahim, A. (1999). Becoming black: Rap and hip-hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly, 33(3), 349–368.
James, M., & Woll, B. (2004). Black deaf or deaf black? Being black and deaf in Britain. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multi-lingual contexts (pp. 125–160). Multi-lingual Matters.
Kubota, R. (2001). Discursive constructions of the images of U.S. classrooms. TESOL Quarterly, 35(1), 9–38.
Kumaravadivelu, B. (2003). Problematising cultural stereotypes in TESOL. TESOL Quarterly, 37(4), 709–719.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Lawrence Erlbaum.
Labov, W. (1969). The logic of non-standard English. Georgetown Monographs on Language and Linguistics, 22, 1–44.
Lippi-Green, R. (1994). Accent, standard language ideology, and discriminatory pretext in the courts. Language in Society, 23(2), 163–198.
Lippi-Green, R. (2012). English with an accent: Language, ideology and discrimination in the United States. Routledge.
Litosseliti, L. (2013). Gender and language: Theory and practice. Routledge.
Lurda, E. (2009). Attitudes towards English as an international language: The pervasiveness of native models among L2 users and teachers. In F. Sharifian (Ed.), English as an international language (pp. 119–134). Multi-lingual Matters.
MacIntyre, P. D., Mackinnon, S. P., & Clément, R. (2009). The baby, the bathwater, and the future of language learning motivation research. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 43–65). Multi-lingual Matters.
Mackey, A., & Gass, S. M. (2005). Second language research. Lawrence Erlbaum Associates.
Madrid, D. (2011). Racial and social discrimination in the EFL class: The case of the Roma minority. Porta Linguarum, 15, 71–91.
Marks, M. B., & Heffernan-Cabrera, P. (1977). Teachers’ attitudes towards minority group students-Is Pygmalion turning the tables? TESOL Quarterly, 11(4), 401–406.
Morley, L. (2010). Momentum and melancholia: Women in higher education internationally. In M. W. Apple, S. J. Ball, & L. A. Gandin (Eds.), The Routledge international handbook of the sociology of education (pp. 384–395). Routledge.
Nguyen, B. B. (1994). Accent discrimination and the test of spoken English: A call for an objective assessment of the comprehensibility of non-native speakers. Asian American Law Journal, 1(1), 117–153.
Noels, K. A. (2009). The internalisation of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 295–313). Multi-lingual Matters.
Norton, B. (1993). Language learning, social identity, and immigrant women. Unpublished doctoral dissertation. University of Toronto, Canada.
Norton, B. (1995). Learning the hard way: Maria’s story. In B. Kanpol & P. McLaren (Eds.), Critical multiculturalism: Uncommon voices in a common struggle (pp. 165–176). Bergin & Garvey.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman/Pearson Education.
Palfreyman, D. (2005). Othering in an English language programme. TESOL Quarterly, 39(2), 211–233.
Pickering, M. (2004). Racial stereotypes. In G. Taylor & S. Spencer (Eds.), Social identities: Multidisciplinary approaches (pp. 91–106). Routledge.
Reisigl, M., & Wodak, R. (2001). Discourse and discrimination: Rhetorics of racism and antisemitism. Routledge.
Rich, S., & Troudi, S. (2006). Hard times: Arab TESOL students’ experiences of racialization and othering in the United Kingdom. TESOL Quarterly, 40(3), 615–627.
Seider, S. C., & Hillman, A. (2011). Challenging privileged college students’ othering language in community service learning. Journal of College & Character, 12(3), 1–7. http://journals.naspa.org/jcc/
Sengstock, M. C. (2009). Voices of diversity multi-culturalism in America. Springer.
Shor, I. (1992). Empowering education: Critical teaching for social change. The University of Chicago Press.
Solórzano, D. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. Qualitative Studies in Education, 11(1), 121–136.
Sunderland, J. (1992). Gender in the EFL classroom. ELT Journal, 46(1), 81–91.
Tamimi Sa’d, S. H., & Modirkhamene, S. (2015). Examining Acculturation Model in an EFL context: Learners’ attitudes towards target language accent vs. L1 accent. GEMA Online® Journal of Language Studies, 15(1), 25–38. http://journalarticle.ukm.my/8257/1/5373-22053-1-PB_(1).pdf
Taylor, L. (2004). Creating a community of difference: understanding gender and race in a high school anti-discrimination camp. In B. Norton & A. Pavlenko (Eds.), Gender and English language learners (pp. 95–109). Teachers of English to Speakers of Other Languages.
Tevis, M. M. (2012). Mexican American civil rights leaders and discrimination in South Texas schools. Journal of Philosophy & History of Education, 62(1), 95–105.
Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680.
Van Dijk, T. A. (2005). Racism and discourse in Spain and Latin America. John Benjamins Publishing Company.
Van Dijk, T. A. (2009). Society and discourse: How social contexts influence text and talk. Cambridge University Press.
Wortham, S. (2008). Shifting identities in the classroom. In C. R. Caldas-Coulthard & R. Iedema (Eds.), Identity trouble: Critical discourse and contested identities (pp. 205–228). Palgrave Macmillan.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
