Sadia Shad will be defending her dissertation research proposal titled: “Teaching inter/cultural component, legitimacy and native-speakerism: A case study of Pakistani English language teachers”.
All are welcome to attend.
Time: 10:00 AM – 12:00 PM
Zoom:
ubc.zoom.us/j/61169612742?pwd=dFdwa2ZEMEJCcWxPQVN4c1I4NSt2Zz09
Meeting ID: 611 6961 2742
Password: 412062
Supervisory Committee:
Dr. Monique Bournot-Trites (Co-Supervisor)
Dr. Steven Talmy (Co-Supervisor)
Dr. Meike Wernicke (Committee Member)
“Teaching inter/cultural component, legitimacy and native-speakerism: A case study of Pakistani English language teachers”
Teaching inter/cultural component in a second/foreign language context could be a complex phenomenon due to a number of reasons, but language teachers’ beliefs and understandings about language, culture and interculturality are thought to be the significant ones (Byram, 2009; Liddicoat and Scarino, 2013; Menard Warwick, 2008; Sercu, 2006). While contributing to language teachers’ identity/legitimacy, these beliefs and understandings may be more intricate in postcolonial settings like Pakistan where ELT is highly ideologically driven and standardized British norms of English language are idealized goals of English language teaching and learning (Mahboob, 2003; Rahman, 1998, 2001). In such a context, English language teachers may undermine their professional ability and legitimacy assuming that “native” English speaking teachers can better teach the cultural aspect (Abdullah, 2014). Existing literature shows that feelings of “Impostorhood”, lack of confidence, and self marginalisation are not uncommon among “non-native” language teachers (Bernat, 2008, Leonard, 2018; Rajagopalan, 2005; Reis, 2011). However, studies addressing the nuances of this issue in relation to teaching L2 culture/interculturality, especially in the local educational contexts, are scarce. My proposed study, therefore, aims to fill this gap by examining in what ways Pakistani English language teachers negotiate their legitimacy/identity in relation to teaching the inter/cultural aspects in the presence of “native-speakerism” (Holliday, 2006) discourses. Framed within social constructionist paradigm, this multiple case study employs various data collection methods such as semi structured interviews, teacher’s reflective journal logs, classroom observations and fieldnotes, and teachers’ syllabi/course outlines. I believe, this study will be a valuable contribution to the existing research in language education, teacher identity, and interculturality, and it will provide valuable insights and teaching implications for future teachers in the field of ELT and teacher training and development programs in Pakistan and in other similar contexts.