Studying English with Thai and native‐speaking teachers

2010 ◽  
Vol 16 (5) ◽  
pp. 559-576 ◽  
Author(s):  
Samuel J. Grubbs ◽  
Vachira Jantarach ◽  
Supamas Kettem
Keyword(s):  
Native Speaking Teachers

Revisiting native speaking teachers of English in Hong Kong

2016 ◽  
Vol 18 (1) ◽  
pp. 53-68
Author(s):  
Darren A. Bryant
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Policy Makers ◽  
Content Type ◽  
Post Colonial ◽  
English Language Teachers ◽  
The Impact ◽  
Native Speaking Teachers

Purpose – In 1997, Joseph Boyle critiqued the Hong Kong Government’s policy of recruiting native-speaking teachers (NSTs) of English into secondary schools. Boyle examined NSTs from a post-colonial and socio-linguistic stance. He concluded that the scheme was “largely ineffective” and that efforts to expand the scheme would likely fail due to the government’s implicit lack of trust in the capacities of non-native-speaking teachers’ (NNSTs) of English. However, almost two decades later the scheme has expanded across the primary and secondary sectors. The purpose of this paper is to explore how changing educational contexts and reform efforts have influenced conceptions of NSTs as articulated in Hong Kong policy. Design/methodology/approach – The research is approached retrospectively through an interpretivist paradigm, analysing policy documents, implementation materials, evaluation reports, and interview transcripts. Over 41 scheme stakeholders participated in the interviews, inclusive of policy makers, government officials, academics, teacher educators, principals and teachers, who were active over different phases of the scheme. Findings – The intended role and perceived competencies of the NSTs have been impacted by imported education reforms leading to new rationales for maintaining and expanding NST deployment. These shifts, however, lead to new tensions among idealised images of NSTs, their capacities, and the aims of policy makers and scheme implementers. Originality/value – The value of this paper lies in its reconsideration of the role of NSTs in light of educational reform efforts influenced by global change. This perspective varies from conventional critiques that focus on NSTs’ and NNSTs’ differing capacities as English language teachers by considering the impact of historic developments on later policies, and the tendency of policy makers to legitimise reform by importing international innovations. Second, it demonstrates how idealised images of NSTs simultaneously justify policies and pose challenges to effective implementation.

Good Teachers Know Where to Scratch When Learners Feel Itchy: Korean Learners' Views of Native-Speaking Teachers of English

2005 ◽  
Vol 49 (2) ◽  
pp. 197-213 ◽  
Author(s):  
Song-Ae Han
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Cultural Bias ◽  
Asian Countries ◽  
Learning And Teaching ◽  
Korean Adult ◽  
English Speaking ◽  
Korean Learners ◽  
Native Speaking Teachers

Cross-border education has been growing dramatically in both English-speaking countries and non-native English-speaking countries. While more and more students, particularly from Asian countries such as Korea, China, Hong Kong, Taiwan, and Japan choose to study in English-speaking countries, many native English speakers go to Asian countries to teach English. In this context, cross-cultural misunderstanding and cultural bias between English language learners and native-speaking teachers of English are becoming major issues. This article focuses on 12 Korean adult learners' views about native-speaking teachers of English working in Korea. Korean learners' expectations and needs regarding English language learning and teaching are explored through the investigation and analysis of the learners' views. It aims to provide educators both in non-English and English-speaking countries, including Australia, with insights to inform the development of effective learning and teaching environments not only for Korean students, but also for those in similar cultural contexts.

scholarly journals English as a Foreign Language Teachers' Assessment Competence at Taibah University

2020 ◽  
Vol 10 (9) ◽  
pp. 1158
Author(s):  
Abdulrahman Olwi
Keyword(s):  
Language Proficiency ◽  
Language Assessment ◽  
Language Teachers ◽  
Academic Training ◽  
Years Of Experience ◽  
Significant Difference ◽  
Proficiency Assessment ◽  
Preparatory Year ◽  
Achievement Assessment ◽  
Native Speaking Teachers

This research study examines the competence of EFL teachers about language assessment types and strategies. A random sample of 49 teachers at the preparatory year program at Taibah University has taken a questionnaire that tests language assessment competences (i.e., diagnostic, progress, placement, proficiency, and achievement) and its correlation with their gender, native language, qualification, years of experience, and non-academic training. Overall, female teachers had better competence of achievement assessment over male teachers, but not in other types of assessment. Both English native speaking teachers and non-English native speaking teachers have less competence in language proficiency assessment competence. Also, it is seen that higher degrees help better in the achievement assessment competence, but not in general. Regardless of the number of years of experience, less competence occurred with proficiency assessment. Finally, in terms of non-academic training, there was a significant difference in the competence of progress assessment and proficiency assessment.

scholarly journals Chinese-Western “Contact Zone”: Students’ Resistance and Teachers’ Adaptation to Local Needs

2009 ◽  
Vol 27 (1) ◽  
pp. 47 ◽  
Author(s):  
Ling Shi
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Global Education ◽  
Western Europe ◽  
Mainland China ◽  
Contact Zones ◽  
Culture Of Learning ◽  
English Writing ◽  
Writing Instructors ◽  
Native Speaking Teachers

Many universities in Mainland China hire native-speaking teachers of English annually to teach English writing. Having been trained in Western Europe or North America, these native-speaking teachers of English are on the front line of global education contact zones as they introduce their writing instruction in an English as a foreign language (EFL) country where education strongly reflects different cultural values. This interview study examines the perceptions of 12 expatriate writing instructors about their teaching at 10 universities in China. The participating teachers practiced what they believed to be good teaching activities to teach Chinese students to think critically and write in a direct Western style. However, some encountered resistance from students who felt disadvantaged by having an expatriate instructor who did not know how they learned English and how they should be prepared for structure-oriented local tests. The study suggests that teaching in global education contact zones can be a process of finding ways to interweave the local culture of learning with one’s own.

scholarly journals Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences

2016 ◽  
Vol 9 (12) ◽  
pp. 89 ◽  
Author(s):  
Ying Li ◽  
Gouzhi Zhang
Keyword(s):  
Spoken English ◽  
Test Information ◽  
English Majors ◽  
English Pronunciation ◽  
Post Test ◽  
L2 Pronunciation ◽  
Native Speaking Teachers

<p>This study investigated L2 leaners’ preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants’ accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were doing non-English majors at a university in China. They went through 4-month English pronunciation classes. In the first 2 months, they were taught by a NST. From the 3rd to the 4th month, they were taught by a NNST. Their accentedness and comprehensibility of spoken English were tested at the beginning of the programme (pre-test), at the end of the 2nd month (middle test), and at the end of the 4th month (post-test). Information on their evaluation of the NST and NNST as a pronunciation teacher was collected with questionnaires at the end of the experiment. According to the results, (1) compared with that in pre-test, the participants’ accentedness and comprehensibility both improved slightly in middle test; (2) compared with that in middle test, the participants received significant improvement both in comprehensibility and accentedness; (3) the majority of the participants prefer a NST to a NNST to be their English pronunciation teacher.</p>

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