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Stakeholders' Perceptions About Language Teachers in a Multilingual School System
Abstract
The use of English as an international language has contributed to its spread worldwide, and the ideologies and beliefs linked to it have also been scattered in diverse multilingual settings. The assignation of the “native speaker” (NS) and “non-native speaker” (NNS) labels and their implication for language teaching have exhaustively been investigated in English, but research has ignored its implications for the learning of other languages. Language ideologies appear to be crucial for the survival and maintenance of minority languages, and the effect of detrimental beliefs may act as a threat for languages like Basque. This study presents an analysis of education stakeholders' attitudes and preferences for English and Basque native and non-native speaking teachers (NSTs/NNSTs) through an analysis of their beliefs. Results point towards an overall preference for NSTs in both languages. Participants appear to assign specific characteristics to NSTs and NNSTs, regardless of the language. The data is particularly insightful for multilingual education and linguistically diverse settings.
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