When the Native Is Also a Non-native: “Retrodicting” the Complexity of Language Teacher Cognition
Abstract:
Abstract:
The impact of native (NS) and non-native speaker (NNS) identities on second or foreign language teachers’ cognition and practices in the classroom has mainly been investigated in ESL/EFL contexts. Using complexity theory as a framework, this case study attempts to fill the gap in the literature by presenting a foreign language teacher in the United States who teaches French as a NS and German as a NNS teacher, at the college level. Specifically, the study explores the interface between NS/NNS identities, teacher cognition, practice, and professional identity. The retrodictive qualitative analysis of semi-structured interviews and classroom observations reveals that the participant teacher’s NS French and NNS German identities influenced her teacher cognition, specifically in beliefs about teaching grammar. In addition, previous language learning experiences affect current decision-making processes in teaching. In terms of teaching practice, the dual NS French and NNS German identity affects teaching practice in the formal areas of language, target culture knowledge and awareness, teaching style, and perceptions about language varieties. Professional identity is construed here as being the mediator of target second language (L2) cultures in the classroom. The implications of teacher cognition as a complex system for L2 teaching and teacher education are discussed.
Résumé :
Les effets de l’identité native ou non native de l’enseignant comme locuteur sur son activité cognitive et ses pratiques en classe de langues secondes ou étrangères ont été étudiés principalement par rapport à l’anglais. La présente étude, qui s’inscrit dans le cadre défini par la théorie de la complexité, s’efforce de combler une lacune dans la documentation en présentant le cas d’une enseignante du niveau collégial qui enseigne, aux États-Unis, le français en tant que locutrice native (LN) et l’allemand en tant que locutrice non native (LNN). On y analyse en particulier l’interface entre les identités native et non native, l’activité cognitive, la pratique et l’identité professionnelle de l’enseignante. L’analyse qualitative rétrodictive d’entrevues semi-structurées et d’observations en classe révèle que les identités de LN du français et de LNN de l’allemand de l’enseignante ont influencé son activité cognitive, et plus précisément ses croyances sur l’enseignement de la grammaire. Ses expériences d’apprentissage linguistique antérieures influencent aussi le processus décisionnel dans son enseignement actuel. En ce qui concerne la pratique de l’enseignement, la double identité de LN du français et LNN de l’allemand influe sur les domaines formels que sont la langue, la connaissance et la conscience de la culture cible, le style d’enseignement et les perceptions à l’égard des variantes linguistiques. L’identité professionnelle est comprise ici comme étant médiatrice, en classe, des cultures cibles des langues secondes. Enfin, les conséquences de l’activité cognitive de l’enseignant en tant que système complexe sont mises en corrélation avec l’enseignement des langues secondes et la formation des maîtres.
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Canadian Modern Language Review
Volume 71 • Number 3 • August 2015
Pages: 244 - 269
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© 2015 The Canadian Modern Language Review/La Revue canadienne des langues vivantes.
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Published online: 17 June 2015
Published in print: August 2015
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