The Native Speaker English Teacher and the Politics of Globalization in Japan

2011 ◽  
pp. 80-100 ◽  
Author(s):  
Yvonne Breckenridge ◽  
Elizabeth J. Erling
Keyword(s):  
Native Speaker ◽  
English Teacher

scholarly journals AN ANALYSIS OF CODE SWITCHING IN BILINGUAL SCHOOL IN COMMUNICATION BY NON-NATIVE SPEAKER ENGLISH TEACHER IN BALI

2020 ◽  
Vol 8 (1) ◽  
pp. 53-64
Author(s):  
Ni Putu Ria Zenitha
Keyword(s):  
Qualitative Research ◽  
Native Speaker ◽  
Code Switching ◽  
English Teacher ◽  
English Speaker ◽  
Switching Pattern ◽  
Bilingual School ◽  
Descriptive Qualitative

Abstract This study aimed at investigating types of code-switching pattern which used by non-native speaker English teacher and the reason to use the code-switching. This research was a descriptive qualitative research. There were 3 informant samples from non native speaker English speaker in a bilingual school in Bali. The data were collected by using observation and interview. The results showed that, 1) there is an indication of insertion and alternation which occurred by non native speaker English during communication and mostly in the form of simple imperative and instructional utterances, and 2) the reason to use the code switching is to introduce the students the habit of using English

Computer-based image elicitation technique for exploring students’ implicit concepts of an ideal English teacher

2016 ◽  
Vol 16 (2) ◽  
Author(s):  
Ardian Wahyu Setiawan
Keyword(s):  
Pilot Study ◽  
Design Methodology ◽  
English Language ◽  
Native Speaker ◽  
Research Problem ◽  
English Teachers ◽  
Quality Analysis ◽  
English Teacher ◽  
Visual Methods ◽  
Computer Based

Purpose This article presents an account of a qualitative pilot study which evaluated computer-based image elicitation as an innovative technique for exploring students’ implicit concepts of an ideal English teacher in relation to the native speaker fallacy, the belief that ideal English teachers are native speakers of English. Design/methodology/approach Two types of analysis were conducted in the study: method and data quality analysis. Findings While interviews alone can inquire into the research problem, the results of this study indicate that the technique is practical and able to generate rich image and textual data, supplementing data from interviews. Based on the results, it is argued that computer-based image elicitation can potentially be used as a viable technique for investigating the problematic issue of the strong preference for native English teachers in the field of English language teaching, particularly its racial aspect. Research limitations/implications This pilot study gives methodological insights to researchers who aim to investigate relevant issues. Originality/value In relation to the issue, there has been no previous research employing visual methods in its inquiry.

scholarly journals A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH TEACHER’S PRONUNCIATION IN READING AN ENGLISH TEXT

2016 ◽  
Vol 5 (2) ◽  
pp. 294-309
Author(s):  
Tiyas Saputri
Keyword(s):  
Data Collection ◽  
Native Speaker ◽  
English Teachers ◽  
English Text ◽  
English Teacher ◽  
Sound Changes ◽  
Language Characteristics ◽  
English Native Speaker ◽  
Program Version ◽  
Descriptive Qualitative

This study concerns on a phonological analysis on Madurese English teacher‟s pronunciation in reading an English text. The writer identified kinds of oscillographic pronunciation made by Madurese English teachers in reading an English text, the differences of oscillographic pronunciation between Madurese English teachers and that of the English native speaker in reading an English text and how Madurese language characteristics influences Madurese English teachers‟ pronunciation. In the process of data collection, she used descriptive qualitative. She observed and recorded the Madurese English teachers‟pronunciation by using MP4 then analysed it by using Praat program version 4027. Then, she found that in reading the English text entitled „insomnia‟, the oscillographic pronunciation of Subject 2 and Subject 3 when it is compared to subject 1 is different and makes different meaning, but for some words, it is slightly different but it does not make different meaning. Furthermore, it is found that Madurese language characteristics influence Subject 2 and Subject 3 in reading the English text. Therefore, in reading it, they made some sound changes: vowel, consonant and diphthong. The sound changes are: 1). the vowel changes: ;, ;, , ;;, ;;, , 2). the consonant changes: , , , , 3). the diphthong changes: ;, ;;, , , ;. In reading it, it is found that subject 2 and subject 3 also made deletion and addition. It is, thus, concluded that the pronunciation of subject 2 and subject 3 are unintelligible because they often mispronounce which can make their students do not understand their saying.

scholarly journals NATIVE VERSUS NON-NATIVE ENGLISH SPEAKING TEACHERS: AN INSIGHT INTO INDONESIAN STUDENTS’ VOICES

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Alviaderi Novianti
Keyword(s):  
Undergraduate Students ◽  
Native Speaker ◽  
Survey Design ◽  
English Teacher ◽  
Efl Students ◽  
Pros And Cons ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Insight Into

Several issues exist in determining the best English teacher for EFL students. Both native and non-native speaker teachers can succeed as English teachers. But there are always some pros and cons for both sides. This present paper intends to investigate the perspective or perception of college students towards their native English speaking teachers (NESTs) and non-native English speaking teachers (Non-NESTs) in teaching EFL. This research is a quantitative study with survey design. In gaining the data, twenty-five respondents of the 4th grade undergraduate students of the English Department in Cimahi were asked to respond the itemized statements on the questionnaire which used Likert-scales. The questionnaire itself was adopted and developed from the previous researcher with the similar problem background which was conducted in 2011. This study revealed that students have positive perceptions toward NEST and Non-NEST, although, in some circumstances, the students face several problems in the learning process. Thus, for both NEST and Non-NEST are required to handle the problems encountered by the students.  

scholarly journals WHY IS THERE CODE SWITCHING IN EFL CLASSROOM? : A CASE STUDY IN A VOCATIONAL SCHOOL IN CIMAHI WEST-JAVA

2016 ◽  
Vol 16 (1) ◽  
pp. 70
Author(s):  
Diana Nur Fathimah
Keyword(s):  
Language Proficiency ◽  
Native Speaker ◽  
Structured Interview ◽  
Code Switching ◽  
Vocational School ◽  
English Teacher ◽  
Educational Context ◽  
Classroom Context ◽  
Efl Teacher

AbstractCode switching is a common phenomenon that results from the bilingual quality of a language speaker. In the educational context, code switching is frequently found in an EFL classroom of which the teacher is a non-native speaker. It is considered as one of the strategies to facilitate students to learn English more effectively. However, a number of research studies investigating EFL classroom discourse found various reasons of the use of code switching, ranging from the familiarity of the context to the teacher’s language proficiency. The present research gears toward investigating code-switching practiced by an EFL teacher in Indonesia and the rationale behind that practice. Taking case study method, this qualitative study employs observation and semi-structured interview to gather the data. An English teacher in one vocational school in Indonesia was chosen to be the participant of the research. The research shows that, as a bilingual, the teacher practiced code-switching both in educational context and non-educational context, inter-sententially and intra-sententially. In the classroom context, inter-sentential code switching was practiced deliberately to serve as exposures for students. Meanwhile, intra-sentential code switching was oftentime not a deliberate action, but rather a force of habit of the English teacher as a bilingual.Keywords: Bilingualism, code-switching, EFL classroomAbstrakAlih kode merupakan fenomena umum yang dihasilkan dari kualitas bilingual dari penutur bahasa. Dalam konteks pendidikan, alih kode sering ditemukan di dalam kelas EFL dimana guru merupakan pembicara non-pribumi. Hal ini dianggap sebagai salah satu strategi untuk memfasilitasi siswa untuk belajar bahasa Inggris dengan lebih efektif. Namun, sejumlah penelitian yang menyelidiki EFL wacana kelas menemukan berbagai alasan dari penggunaan alih kode, mulai dari keakraban konteks untuk kemahiran berbahasa guru. Penelitian ini bertujuan mengkaji alih kode yang dilakukan oleh seorang guru EFL di Indonesia dan alasan di balik praktek itu. Metode yang digunakan yaitu studi kasus, studi kualitatif dengan menggunakan observasi dan wawancara semi-terstruktur untuk memperoleh data. Seorang guru bahasa Inggris di salah satu sekolah kejuruan di Indonesia dipilih menjadi responden penelitian. Hasil penelitian menunjukkan bahwa, sebagai bilingual, guru berlatih alih kode baik dalam konteks pendidikan dan konteks non-pendidikan, antar-kalimat dan intra-kalimat. Dalam konteks kelas, alih kode antar-kalimat sengaja dipraktekkan untuk pengenalan awal bagi siswa. Sementara itu, kode intra-sentential sering kali dilakukan tidak disengaja, melainkan kebiasaan guru bahasa Inggris sebagai bilingual. Kata kunci: Bilingualism, alih kode, EFL kelas

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

Improving the Students’ Achievement in Reading Comprehension by Using Inquiry Technique

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Gigin Sappena Ginting ◽  
Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Process ◽  
English Teacher ◽  
Comprehension Score ◽  
The Mean ◽  
Teaching Learning ◽  
Comprehension Tests ◽  
Orientation Test

This study attemps to imorove the students’ achivement in reading comprehension through inquiry technique. The study was conducted by using classroom action research. The subjects of the research were the 45 students of Grade XI SMA Negeri 1 Bahorok. It was conducted in two Cycles and consisted of six meetings.The instruments for colecting data used Reading Comprehension tests for quantitative data and Diary Notes, Interview Sheet, and Observation Sheet for qualitative data. Based on the Reading Comprehension score, students score in pre test, kept improving in every test. Based on Diary Notes, Observation sheet and Interview Sheet, it was found that the students were actualy involved in reading process. The results of the reasearch showed that Inquiry Technique can improve the students’ achivement in Reading Comprehension. In orientation test the mean of the students’ score was 53, the mean of the students’ score in Cycle I was 62.07, and the mean of the students’ score in Cycle II was 71.6. Based on the Observation Sheet, Diary Notes, and Interview Sheet, it was found that the teaching-learning process run well. The conclusion is that Inquiry Technique improved the students’ reading Coprehension and it is suggested to the English teacher to apply Inquiry Technique in Reading Comprehension. Keywords : Improving, students’ achievement, Inquiry Technique

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