Actitudes lingüísticas hacia el profesorado de inglés nativo y no nativo

  1. Rivas, Iván Martínez 1
  2. Estrada Chichón, José Luis 2
  1. 1 Universidad Alfonso X el Sabio - Espanha
  2. 2 Universidad de Cádiz - Espanha
Revista:
Revista Práxis Educacional

ISSN: 2178-2679

Año de publicación: 2022

Título del ejemplar: Publicação contínua; e10072

Volumen: 18

Número: 49

Tipo: Artículo

DOI: 10.22481/PRAXISEDU.V18I49.9639 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista Práxis Educacional

Resumen

El interés por el factor nativo en la enseñanza del inglés es reciente, siendo el trabajo de Medgyes (1992) el punto de partida. Diversas investigaciones han tratado las preferencias de alumnos y docentes, aunque ningún estudio ha investigado esta variable en Galicia (España), y, más específicamente, en Bachillerato (16-18 años). Por ello, este artículo pretende contribuir a la literatura específica existente, analizando las actitudes y preferencias de estudiantes (n=101) y docentes (n=6) ante profesores de inglés nativos y no nativos en dos cursos de Bachillerato y en dos centros educativos distintos de Galicia. Los datos se obtuvieron mediante un cuestionario (LASAGABASTER; SIERRA, 2005) y dos grupos focales con una parte de los estudiantes (n=12) y docentes (n=6) encuestados, respectivamente, combinando métodos cuantitativos y cualitativos. Los resultados revelan una tendencia general a favor de los profesores de inglés nativos que va afianzándose según los alumnos progresan por las etapas educativas: educación primaria, secundaria y terciaria. Además, en cuanto a la preferencia de las áreas lingüísticas, se opta por el profesorado no-nativo para la enseñanza de la gramática y cuestiones de evaluación, siendo superado por el profesorado nativo en el resto de las áreas.

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