Questão 67046

A professor of ELT methodology is advocating for a decolonial approach to teacher education. She argues that one of the most persistent colonial legacies in the field is the 'native speaker' ideal and the resulting lack of confidence often felt by 'non-native' English-speaking teachers (NNESTs). She observes that many of her Brazilian student-teachers believe they are inherently less qualified to teach English than a 'native speaker', regardless of their training or expertise. The professor wants to deconstruct this belief, which she terms 'internalized colonialism'. Her pedagogy is based on the concept of 'NNESTs' epistemic advantage'. The theoretical text she uses argues: 'The native speaker fallacy is a cornerstone of the coloniality of English. It fetishizes accent over competence and birth over training. A decolonial pedagogy must reframe the conversation, highlighting the unique advantages that NNESTs bring to the classroom. Having gone through the process of learning English themselves, they often have a deeper metalinguistic awareness, a greater empathy for the learner's struggles, and an invaluable ability to draw on cross-linguistic and cross-cultural comparisons that a monolingual native speaker may lack. This is their epistemic advantage.' (Braine & Medgyes, adapted).

Which of the following pedagogical strategies would be most effective in helping NNESTs to recognize and embrace their 'epistemic advantage' and thus decolonize their professional identity?