scholarly journals Research into Teachers’ (Dis)Respect for Learners: A Cross-Cultural Study of English Language Teachers’ and Learners’ Perceptions

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Mahnaz Mostafaei Alaei ◽  
Amirhamid Forough Ameri
Keyword(s):  
English Language ◽  
Self Esteem ◽  
Cross Cultural ◽  
Language Teachers ◽  
Learning Context ◽  
Cross Cultural Study ◽  
Nonnative Teachers ◽  
Native Teachers ◽  
English Language Teachers ◽  
Interpersonal Characteristics

A safe learning context begins with teachers-students respectful interaction. This qualitative study drawing on the premises of grounded theory (GT) examined native and nonnative English language teachers’ and learners’ (n = 114) perceptions of teachers’ (dis)respect for learners. Content analysis of focus groups and online interviews revealed three overarching themes: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and (3) teachers’ occupational attributes. Overall, 14 subthemes emerged. An important finding was that politeness, learners’ self-esteem, and care were the most recurrent subthemes, respectively, raised by all four groups of nonnative teachers (NNTs), nonnative learners (NNLs), native teachers (NTs), and native learners (NLs). Moreover, politeness, care, learners’ self-esteem, dedication, and interest were the five culture-general components of teachers’ (dis)respect for learners because they were mentioned by both natives and nonnatives. Conversely, other subthemes could be considered as culture-specific components because they were raised by either natives (fairness, encouragement, appreciativeness, kindness, punctuality, and learners’ freedom) or nonnatives (helpfulness, patience, and learners’ individuality). Furthermore, the three above-mentioned themes were common to all participants. Therefore, given this diversity within universality, we proposed a cross-cultural model of teachers’ (dis)respect. The pedagogical implications are discussed.

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

scholarly journals Hedging in Iranian English language teachers’ spoken language: Any differential effect for gender?

2018 ◽  
Vol 4 (1) ◽  
pp. 310-322
Author(s):  
Leila Tajik ◽  
Ameneh Ramezani
Keyword(s):  
English Language ◽  
Cross Cultural ◽  
Language Teachers ◽  
Cultural Variation ◽  
Male And Female ◽  
Naturally Occurring ◽  
Actual Speech ◽  
English Language Teachers ◽  
And Gender

Abstract Despite the importance attached in the literature to the use of hedges, the study of hedging has been shown to target, mainly, the written corpora of various types and so remains neglected in naturally occurring speech. Moreover, the existing discussion predominantly encompass cross-cultural variation in the use of hedging devices and gender as a variable has largely been overlooked. This study was conducted to shed more light on the differences between 4 Iranian male and female English instructors’use of hedging and its different realizations in their actual speech. One teaching session of each instructor was videotaped and the instructors were asked to view their video and to recollect their reasons for resorting to different activities for teaching. Their recollections were recorded and transcribed. Based on Hyland’s classification of hedges, the frequency and realization of hedging in male and female corpus were identified. Results showed considerable differences in the overall distribution of hedges as well as certain types of hedging linguistic devices throughout the male and female corpus.

scholarly journals First Language Interference and Form Focused Instruction

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Shafaq Fayyaz ◽  
Suyansah Swanto ◽  
Wardatul Akmam Din
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Esl Teachers ◽  
Beliefs And Practices ◽  
Native Teachers ◽  
English Language Teachers

<em>This paper addresses EFL/ESL teachers’ beliefs and practices regarding the use of the first language in a language classroom pertaining to the Form-Focused Instruction - a grammar instruction approach. In essence, this study looks into whether the judicious use of L1 in learning the foreign or second language is effective or not. A case study strategy was deemed appropriate for this study to explore and investigate the beliefs and practices of the non-native teachers on the use of L1 in learning English as a foreign language. To this end, six English language teachers were selected from a Chinese secondary school. The data were collected through classroom observations and stimulated recall interview questions. The audio-recorded data were fully transcribed in English, and subjected to a process of interpretative analysis. The findings revealed that teachers used L1 mainly to present the target grammar topics, to explain the grammatical rules and also to encourage students for the explanation of the grammatical rules in there L1. It is therefore imperative to consider the results of this study as it may highlight some notable pedagogical implications regarding the assisted effects of the use of first language on foreign/second language learning. </em>

scholarly journals CLASSROOM MANAGEMENT IN CROSS – CULTURAL CONTEXT

2015 ◽  
Vol 1 ◽  
pp. 419
Author(s):  
Svetlana Iļjina
Keyword(s):  
Classroom Management ◽  
Present Article ◽  
Cultural Context ◽  
English Language ◽  
Cross Cultural ◽  
Language Teachers ◽  
Management Skills ◽  
Teaching Techniques ◽  
English Language Teachers ◽  
The Subject

The subject to be discussed in the present article is classroom management in cross-cultural context. The main reason for the choice of this particular choice was determined mostly by the necessity of varying English language teachers’ management skills and teaching techniques in a mixed linguistic classroom. The aim of the research is to explore the ways of improving classroom management skills in a cross-cultural context.

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.

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.

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