L’IDEOLOGIA DEL MADRELINGUISMO NELL’ACCOSTAMENTO ALLA LINGUA INGLESE IN CONTESTO PRESCOLARE

Autori

  • Michele Daloiso Università di Parma

Parole chiave:

native-speakerism, ELT, early language teaching and learning, linguistic imperialism

Abstract

The present paper explores the concept of native-speakerism, which has been
described by Adrian Holliday (2006) as “a pervasive ideology within ELT,
characterised by the belief that ‘native-speaker’ teachers represent a ‘Western
culture’ from which spring the ideals both of the English language and of English
language methodology”. The first section discusses some theoretical issues
related to the definition of a ‘native speaker’, while the second section provides
an up-to-date literature review of the ideology of native-speakerism and its
effects in English language teachers and learners. The third part presents the
results of a study which involved a group of educators who regularly expose
preschoolers to foreign languages and were required to fill in a satisfaction
questionnaire at the end of a training course. The analysis revealed traces of
native-speakerism in some answers and free comments, as well as forms of
cultural resistance and counter-framing.

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Pubblicato

2022-12-31

Come citare

Daloiso, M. (2022). L’IDEOLOGIA DEL MADRELINGUISMO NELL’ACCOSTAMENTO ALLA LINGUA INGLESE IN CONTESTO PRESCOLARE. Studi d’Italianistica nell’Africa Australe, 35(2), 4–34. Recuperato da https://italianstudiesinsa.org/index.php/issa/article/view/269