Abstract
Perceptions towards English native and non-native speaking teachers have drawn the attention of researchers in language acquisition. However, no study has examined its implications in the teaching of minority languages. This study aims to analyze 563 students’, parents’, and teachers’ attitudes and preferences towards English and Basque native and non-native teachers. Using questionnaires and group discussions, education stakeholders were questioned about their teacher preferences and their beliefs concerning assessment and support, attitudes, motivation, culture, and perceived linguistic abilities. Results revealed that education stakeholders appeared to assign concrete characteristics to native and non-native speaking teachers, regardless of the language under scrutiny.
Published Version
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