Faculty Publications

Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity

Document Type

Article

Keywords

case study, EFL teachers, L2 pronunciation, non-native teachers, teacher identity

Journal/Book/Conference Title

Language Teaching Research

Abstract

One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included semi-structured individual interviews, reflexive personal documents, and a focus-group interview, this study identifies and analyses factors that underlie a group of NNS pronunciation teachers’ professional identity. The participants in this study were NNS pronunciation teachers at a higher-education institution in Costa Rica (Central America), an EFL context. The findings indicate a lack of formal pronunciation-teaching training at all levels in their careers for these teachers. However, while these teachers made a clear distinction between being native speakers (NSs) and NNS through a clear idealization of nativeness, they gained linguistic and professional legitimacy for teaching pronunciation because of their knowledge of English phonetics/phonology, and general language teaching pedagogy. The results are discussed in terms of implications for teacher training in pronunciation pedagogy.

Department

Department of Languages and Literatures

Original Publication Date

1-1-2024

DOI of published version

10.1177/13621688241233840

Link to Full Text

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