Teaching English in a foreign country: Legitimate peripheral participation of a native English-speaking teacher

System ◽  
2018 ◽  
Vol 78 ◽  
pp. 213-223 ◽  
Author(s):  
Su Yon Yim ◽  
Tae youn Ahn
Keyword(s):  
Foreign Country ◽  
Legitimate Peripheral Participation ◽  
Teaching English ◽  
English Speaking ◽  
Peripheral Participation ◽  
Native English Speaking ◽  
Native English Speaking Teacher

scholarly journals The Professional Competences of Native English Speaking Teacher as Viewed by Students

2020 ◽  
Vol 5 (12) ◽  
pp. 1725
Author(s):  
Ruqoyah Yulia Hasanah Dhomiri ◽  
Ekaning Dewanti Laksmi ◽  
Nur Mukminatien
Keyword(s):  
Native Speaker ◽  
Teaching English ◽  
The People ◽  
Teacher Professional ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher

<p class="Abstract"><strong>Abstract:</strong> Millennium development requires schools to prepare their students to have proper English skills. It makes some schools hire native speaker as the expert of English. However, it is known that not all native speaker can teach English. They may be an expert in using English, yet not the expert of teaching English because the lack of professional competences. In this case, it is needed to investigate the native teacher professional competences based on the students’ view, since the students were the people who experienced to be taught by the native teacher. In this study, it was found that the native teacher seemed to be more suitable for teaching the higher achiever students since they could follow the native teacher’s explanations and instructions. Meanwhile, for the lower achiever students, being taught by the native teacher was challenging. This study aimed to investigate the professional competences of a native teacher as viewed by the students.</p><strong>Abstrak:</strong> Perkembangan Milenium mengharuskan sekolah mempersiapkan siswa mereka untuk memiliki keterampilan bahasa Inggris yang memadai. Hal itu membuat beberapa sekolah mempekerjakan penutur asli sebagai guru bahasa Inggris. Namun, diketahui bahwa tidak semua penutur asli dapat mengajar bahasa Inggris. Mereka mungkin ahli dalam menggunakan bahasa Inggris, namun belum tentu ahli mengajar bahasa Inggris karena kurangnya kompetensi profesional. Dalam hal ini, di perlukan penyelidikan terhadap kompetensi profesional guru penutur asli bahasa Inggris berdasarkan pandangan siswa, karena siswa adalah orang-orang yang berpengalaman dalam diajar oleh penutur asli. Dalam penelitian ini, ditemukan bahwa guru penutur asli bahasa Inggris tampaknya lebih cocok untuk mengajar siswa berprestasi karena mereka dapat mengikuti penjelasan dan instruksi guru tersebut. Sementara itu, bagi siswa berprestasi rendah, diajar oleh guru penutur asli bahasa Inggris adalah sebuah tantangan.

scholarly journals Teacher Views of Teaching English through English (TETE) in Japanese Junior High Schools: Findings from the Inside

2020 ◽  
Vol 44 (6) ◽  
pp. 35
Author(s):  
Nathaniel Reed
Keyword(s):  
High Schools ◽  
Junior High ◽  
Junior High Schools ◽  
Ministry Of Education ◽  
Teaching English ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers ◽  
Level Of Understanding

This study investigates teacher perspectives on a recent directive from the Japanese Ministry of Education (MEXT), which states that “lessons should be given in English at junior high schools (JHSs), in principle, according to the level of understanding of students” (MEXT, 2014, p. 4). I am a native English-speaking teacher (NEST) and taught with twelve Japanese national non-native English-speaking teachers (NNEST) in two Niigata-based junior high schools throughout the 2017 to 2018 academic year. In one of the schools I spoke only English (whilst teaching and outside of class), and in the other school I spoke the students’ L1s (Japanese and Spanish), and English (students’ L2). My classroom experiences are discussed through reflective practice. Data from questionnaires and interviews indicate NNESTs’ perceptions of the study and opinions of teaching English through English (TETE). I finally discuss challenges that the TETE experience presented to my teaching and suggest ways to overcome them. 本論は、文部科学省（MEXT）の「生徒の理解の程度に応じて、中学校では授業は英語で行うことを基本とする」（MEXT, 2014: 4）という近年の方針に対する教員側からの受け止め方について調査したものである。英語母語話者の教員（NEST）である筆者は、2017-2018年度に非英語母語話者の日本人英語教員（NNEST）12名とともに新潟県の中学校2校において英語を指導した。実験群の学校ではNESTは指導中に英語のみを話し、統制群の学校では生徒の母語である日本語及びスペイン語（L1）と英語（L2）で話した。教室におけるNESTの体験について振り返りを基に議論された。本研究に対するNNESTの受け止め方や、英語を英語で指導した授業（TETE）に関する意見はアンケートおよびインタビューによって収集された。本論は、英語を英語で教えることの課題や、それを克服する方法について論じている。

scholarly journals Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View

2020 ◽  
Vol 2 (3) ◽  
pp. 112
Author(s):  
Nurul Hasanah ◽  
Pratiwi Tri Utami
Keyword(s):  
School Environment ◽  
Qualitative Method ◽  
English Teachers ◽  
English Speakers ◽  
English Teacher ◽  
Teaching English ◽  
Language Teacher ◽  
English Speaking ◽  
Research Questions ◽  
Native English Speaking

Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.

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