scholarly journals Blame the Message Senders Not the Messenger: The Defence Case of the English “Native Speaker” Teacher

2022 ◽  
Vol 2022 ◽  
pp. 1-11
Author(s):  
Muneer Hezam Alqahtani
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teachers ◽  
State University ◽  
Pay Gap ◽  
Nonnative Speaker ◽  
English Language Teachers ◽  
Native Speaker Teacher ◽  
The Uk

This article investigates how “native speaker” teachers define who a “native speaker” is and how they view themselves in relation to the concept. It further explores how they feel about discriminatory practices in employability and the pay gap that are systemically carried out against their “nonnative speaker” counterparts by recruiters. Data were gathered from 10 English language teachers: five males and five females from the UK, Canada, Ireland, and South Africa, who were hired by a state university in Saudi Arabia on the basis that they are “native speakers.” The findings show that although the place of birth and the official status of English in a given country were the main defining criteria for hiring a “native speaker,” the interviewees did not view the concept of the “native speaker” in the same ways as their recruiters did, who they believed used those criteria in an overly simplistic and reductive way rooted in native-speakerism. The findings also show that the participants did not enjoy the unjustified privileges given to them by their recruiters at the expense of their “non-native speaker” colleagues. Instead, in some cases, they attempted to confront their recruiters over such discriminatory practices, and in some others, they attempted to bridge the gap and ease the tension between themselves and their “nonnative speaker” counterparts, although these efforts were hindered by the system’s unfair and unjust practices.

scholarly journals Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching

2010 ◽  
Vol 28 (1) ◽  
pp. 41 ◽  
Author(s):  
John L. Plews ◽  
Kangxian Zhao
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Esl Teachers ◽  
Nonnative Speaker ◽  
Canadian Native ◽  
Second Language Teachers ◽  
English Language Teachers

Research on implementing task-based language-teaching (TBLT) shows that adapting TBLT in ways that are inconsistent with its principles is common among nonnative-speaker English-as-a-foreign-language teachers. Our study of Canadian native-speaker English-as-a-second language teachers reveals how they also adapt TBLT in ways that are incongruent with its theoretical underpinnings, turning it into Presentation-Practice-Production. We thus question speaker identity as an indicator of a teacher’s propensity to adapt TBLT and call for professional development on the effective practice of TBLT for all English-language teachers regardless of their speaker identities.

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.

Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

2016 ◽  
pp. 414-437
Author(s):  
Lucas Moreira dos Anjos-Santos ◽  
Michele Salles El Kadri ◽  
Raquel Gamero ◽  
Telma Gimenez
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Instructional Material ◽  
Language Teachers ◽  
Future Research ◽  
State University ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

scholarly journals Employment of English Language Teachers in an EFL Context: Perspectives From School Administrators

2019 ◽  
Vol 21 (2) ◽  
pp. 45-61
Author(s):  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Native Speaker ◽  
School Administrators ◽  
Language Teachers ◽  
Efl Context ◽  
English Language Teachers ◽  
Language Context ◽  
Expatriate Teachers

This paper presents a study on the employment criteria used by school administrators and their views on the strengths and weaknesses of local teachers and expatriate teachers. This study aimed to provide a perspective on the issue from an English as a foreign language context. Questionnaires collected from administrators of 94 private primary and high schools in Istanbul were analyzed. Although being a native speaker of English ranked seventh out of the eight criteria, the presence of expatriate teachers in a school was considered important. In addition, participants from schools that employed both expatriate and local teachers attributed more importance to the native-speakerness criterion. Finally, administrators found local teachers more knowledgeable in teaching methods, whereas expatriate teachers were perceived as better in language use.

Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

2016 ◽  
pp. 91-114
Author(s):  
Lucas Moreira dos Anjos-Santos ◽  
Michele Salles El Kadri ◽  
Raquel Gamero ◽  
Telma Gimenez
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Instructional Material ◽  
Language Teachers ◽  
Future Research ◽  
State University ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

scholarly journals A Pedagogical View of English/Urdu Collocations

2017 ◽  
Vol 8 (2) ◽  
pp. 133
Author(s):  
Saleem Akhter ◽  
Behzad Anwar ◽  
Abrar Qureshi
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
Native Speakers ◽  
Language Teachers ◽  
Basic Knowledge ◽  
Esl Students ◽  
Contrastive Analysis ◽  
Key Issues ◽  
English Language Teachers ◽  
Knowledge Of Language

To build a sound vocabulary and to give the basic knowledge of language to ESL students is one of the key issues for English language teachers in Pakistan. They emphasize single word vocabulary build-up along with grammatical construction of a sentence at the same time by making its Urdu translation without taking any considerable notice of the use of collocation (the naturally co-occurring words) not by chance but chosen by the native speakers consistently as a psycholinguistic consideration. This phenomenon results in the development of erroneous writing and speaking skills on the part of ESL students. So, the purpose of present study is to give a concrete description of English/Urdu collocations and to highlight the scope of English/Urdu collocations in Second Language Acquisition and Learning. A corpus based approach has been adopted to give the description of English/Urdu collocations based on contrastive analysis to point out the equivalent and non-equivalent collocations. The data is analyzed to emphasize the importance of teaching non-equivalent English/Urdu collocations to Pakistani students. This brief paper suggests the practical solutions of the present problem.

scholarly journals IS NEUROLINGUISTIC PROGRAMMING A MYTH? A REVIEW OF NLP STUDIES

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Faiza Zeb, Ansa Hameed, Shaista Zeb
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Scientific Model ◽  
Neurolinguistic Programming ◽  
Scientific Support ◽  
The Status ◽  
English Language Teachers ◽  
The Subject ◽  
The Uk

NLP has not been able to gain the status of a scientific model since its emergence in 1970’s with certain reservations by the experts in the various fields such as educators, linguists, English language teachers, and scientists. Despite the fact that more than fifty organizations are working in the UK solely on NLP, there are only a few conversations and studies available on the subject due to mere supposition about the lack of scientific support for its existence. In NLP history, much work has been ignored due to mere speculation. Also, many researchers did not pay any attention to the theoretical and conceptual underpinnings of the NLP ideas and researches via ignoring various studies in this filed. This article has aimed at the exploration of NLP via various studies in diverse fields dealing with the varied aspects of NLP toolkit to illustrate the mammoth significance it holds. The research circumspectly examines the fundamental role that NLP plays in education, sports, health, and English language teaching practices that is beyond the claims of experts who declare it a pseudoscience.

scholarly journals New Englishes Norms: A Reality or an Intellectual Ideal?

2018 ◽  
Vol 8 (3) ◽  
pp. 27
Author(s):  
Chandrik Balasubramanian ◽  
Adel AbuRadwan
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Arab World ◽  
Salman Rushdie ◽  
Language Teachers ◽  
The World ◽  
The Usa ◽  
Global Nature ◽  
Pedagogical Models ◽  
The Uk

It is now widely accepted that English does not belong to the traditional native speaker countries such as the UK or the USA, and that English across the world has diversified and established roots in different parts of the world. Given this, studies have emerged, that focus on New Englishes being systems unto themselves, and not merely erroneous versions of more traditional “native” Englishes (Rajagopalan, 2012). Scholars today are calling for descriptions of New Englishes to form the bases of New English handbooks, which, they claim, could serve as pedagogical models. Linguists like Lange (2011) and Kachru (1994) and literary figures such as Salman Rushdie alike have called for the recognition of New Englishes to be accepted and used in order to better reflect the global nature of the language The aim of this study is to determine whether new international varieties of English are acceptable among language teachers. Specifically, the paper investigates how acceptable certain well-documented New Englishes structures are among English language professionals working at the tertiary level in the Arab world and North America. The results show that while participants are, in general, more tolerant of New English structures in students’ spoken forms than in both students and their own written forms, they stated that they would not use any of the structures in their own writing. Results also show that the respondents’ native language, specialization and educational qualifications are factors that impact their acceptance of these forms.

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