scholarly journals Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

scholarly journals Symbolic capital and the problem of navigating English language teacher practice: the case of Indonesian pesantren

2020 ◽  
Vol 29 (2) ◽  
pp. 15-34
Author(s):  
Andrew Skourdoumbis ◽  
Ahmad Madkur
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teacher Practice ◽  
Research Direction ◽  
Symbolic Capital ◽  
Language Teachers ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Teachers Perceptions ◽  
English Language Teachers

English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a ‘global lingua franca’. In engaging a Bourdieusian lens, this paper explores teachers’ perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power.

scholarly journals “It’s more fashionable to speak it badly”: indexicality and metasemiotic awareness among users of English from the Spanish-speaking world

2019 ◽  
Vol 8 (2) ◽  
pp. 297-332 ◽  
Author(s):  
Sonia Morán Panero
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Social Meaning ◽  
Cambridge University ◽  
Expanding Circle ◽  
English Language Teachers ◽  
Contextual Variability

Abstract As ELF scholars warn us against treating linguistic productions of “non-native” English speakers as “errors” when they are sociolinguistically driven variation, it is necessary to investigate how speakers in Expanding Circle settings conceptualise, label and experience such uses themselves. This paper reports a qualitative study of the metalinguistic and evaluative practices of university students in Chile, Mexico and Spain. It explores how they ascribe (un)desirable meanings to different ways of speaking English as an additional language (i. e. indexical relations), whether these symbolic associations are seen to influence students’ own linguistic use, and the extent to which such indexical relations are theorised as inherent in language form or as symbolic and negotiable (i. e. metasemiotic awareness). The analysis of more than 53 hours of elicited interview talk reveals a complex web of available social meaning relations and multidirectional accounts of the effects that such meanings have on students’ linguistic and semiotic practices. Although many students display awareness of the contextual variability of social meaning-making processes (Coupland. 2007. Style: Language variation and identity. Cambridge: Cambridge University Press), only a minority were able to directly challenge dominant indexical associations and stereotypical trait attributions. The findings underscore the need for English language teachers to understand their students’ semiotic goals and interpretative repertoires, firstly to avoid discriminating against sociolinguistically motivated variation in students’ English use and secondly, to provide them with additional tools to negotiate their position as speakers of English as an additional language. The paper also reflects on the implications that these findings have for how we explain variation and attitudinal ambivalence in ELF research.

scholarly journals Retention of English language tension in multilingual communities of Nepal: A review of teachers’ narratives

2018 ◽  
Vol 23 (1-2) ◽  
pp. 40-53
Author(s):  
Karna Rana
Keyword(s):  
English Language ◽  
Community Schools ◽  
Language Teachers ◽  
English Language Teaching ◽  
Medium Of Instruction ◽  
Government Schools ◽  
Teachers Perceptions ◽  
The Past ◽  
English Language Teachers ◽  
Teaching Pedagogies

This article discusses the voices of teachers about shifting from Nepali to English medium in community schools in Nepal and suggests ways to solve some of the problems of the English language in schools of multilingual communities. The article is based on previously published teachers’ narratives in several issues of ELT Choutari web magazine in the past ten years. The teachers’ narratives, which are discussed in this article, focused on English language teaching pedagogies in Nepali government schools. The article analyses the problems, which several teachers raised in their narrative articles, and offers some suggestions to overcome them. The article begins with a discussion about the multilingual context of Nepal, language policy and the English language in schools. Moreover, the article discusses community schools’ interest in the English language, teachers’ perceptions of English as a medium of instruction and schools’ expectations of improving educational quality.

Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges

2020 ◽  
Vol 12 (5) ◽  
Author(s):  
Nafis Mahmud Khan ◽  
◽  
Khushboo Kuddus ◽  
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Secondary Level ◽  
Language Teachers ◽  
English Language Teaching ◽  
Significant Information ◽  
Secondary English ◽  
Teachers Perceptions ◽  
English Language Teachers

The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.

scholarly journals Authenticity and awareness of English as a lingua franca in English language classrooms

2021 ◽  
Vol 48 (1) ◽  
pp. 103-122 ◽  
Author(s):  
ANTONIO TAGLIALATELA
Keyword(s):  
English Language ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
The One ◽  
English Language Classrooms

Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.

scholarly journals Teacher’s Perception of “A good English Language Teacher”

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Nguyen Viet Hung
Keyword(s):  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
Competency Framework ◽  
Teacher Competence ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Competence Framework

This article, as a part of a bigger research project on teachers' perceptions about the role of the teacher in teaching English in Vietnam, is to contribute a voice in clarifying the competence of a language teacher (teaching language) in view of ELT methodologists in the world. First author presents different perspectives on English teacher competence framework, then makes analysis of the competence frameworks, caregorizes them into groups, so that readers easily find the strengths and weaknesses of the model. Then the article summarizes the results of a study on the perception of secondary school teachers in Hanoi about “a good English language teacher” and necessary competences of English language teachers. Theoretical framework for data analysis is based on Dudzik's Competency Framework for English Language Teachers (2008) and the Guidebook for use of Competency Framework for English Language Teachers from NFL2020 (2015). Research results will bring new information and necessary knowledge to help teachers and administrators (especially NFL2020) make appropriate adjustments to improve the quality of English language teaching in Vietnam.

scholarly journals Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 611-629
Author(s):  
Javeria Jamal ◽  
Asmara Shafqat ◽  
Ehtsham Afzal
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
New Strategy ◽  
English Language Teachers ◽  
Interest And Motivation

The objective of the study is to understand language teachers’ perceptions regarding incorporating a corpus-based approach, i.e., corpus-based teaching methodology in English Language Teaching (ELT) classroom contexts. The design of the study is qualitative. The sample is taken from 19 English language teachers who are currently enrolled as students of Master of Applied Linguistics at NED University, Karachi, Pakistan. The instrument of the study is an open-ended questionnaire and also a focus groups based on semi-structured interviews. A thematic analysis of the interviews is conducted, as a result of which different themes emerged that conform to the benefits of incorporating corpus-based materials and activities in ELT classrooms. The findings show that use of a corpus-based teaching methodology in ELT classrooms is accepted as a new strategy for teaching different aspects and skills of English language such as vocabulary, grammar, reading, and writing. The pedagogical implications are found to be significant for curriculum designers, ELT teachers, and administrators at educational institutes where they want to enhance their students' interest and motivation levels. Material designers, corpus-based tools researchers, and teachers are suggested to collaborate for designing effective corpus-based materials for teaching as it increases the reliability of the teaching material.

scholarly journals NATIVE VS NON-NATIVE ENGLISH TEACHERS

2013 ◽  
Vol 13 (2) ◽  
Author(s):  
Masrizal Masrizal
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speaker ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Short Article ◽  
Long Time ◽  
Native Teachers ◽  
English Language Teachers

Although the majority of English language teachers worldwide are non-native English speakers (NNS), no research was conducted on these teachers until recently. A pioneer research by Peter Medgyes in 1994 took quite a long time until the other researchers found their interests in this issue. There is a widespread stereotype that a native speaker (NS) is by nature the best person to teach his/her foreign language. In regard to this assumption, we then see a very limited room and opportunities for a non native teacher to teach language that is not his/hers. The aim of this article is to analyze the differences among these teachers in order to prove that non-native teachers have equal advantages that should be taken into account. The writer expects that the result of this short article could be a valuable input to the area of teaching English as a foreign language in Indonesia.

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