scholarly journals 'Real English' in Japan : team teachers' views on nativeness in language teaching

2012 ◽  
Vol 10 ◽  
pp. 175 ◽  
Author(s):  
Sean Sutherland
Keyword(s):  
Team Teaching ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Teacher ◽  
Daily Lives ◽  
Interview Research ◽  
English Speaking ◽  
Native English Speaking

In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.

scholarly journals NATIVE ENGLISH SPEAKING TEACHERS (NESTs) AND INDONESIAN ENGLISH TEACHERS (IETs) EFL STUDENTS’ PERCEPTION AND PREFERENCES

2021 ◽  
Vol 3 (2) ◽  
pp. 112-121
Author(s):  
Pariyanto Pariyanto
Keyword(s):  
English Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Number Of Factors ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Language Teaching And Learning

This paper explores the roles of Non-Native English Speaking Teachers (NNESTs) in English Language Teaching (ELT) in Indonesia. As many English language learners idolize Native English Speaking Teachers (NESTs) to be a good teacher of English that leads students to the success with their learning, some research show that the success in language teaching and learning is not merely determined by the fluency which native speakers possess. There are a number of factors that should be taken into account to make language teaching and learning successful such as the nature of learners, social context, and cultural background of the learners. These features are, for the most part, owned by NNESTs and thus they potentially make more successful English language teaching and learning than NESTs.     

Walking the Line: The Legacy of Martin Wolff on EFL in China

English Today ◽  
2015 ◽  
Vol 31 (4) ◽  
pp. 50-52
Author(s):  
Joel Heng Hartse
Keyword(s):  
English Language ◽  
American English ◽  
Language Education ◽  
English Learning ◽  
English Teacher ◽  
English Language Education ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Education In China

In August of 2012, Martin Wolff, an American English teacher and former lawyer who made a name for himself writing about issues related to English language education in China, passed away in Taizou, China at the age of 65 (see Lau, 2013, for a remembrance). Mr. Wolff's name will be familiar to readers of English Today and to any observers of EFL in China who follow English-language commentary on issues including Chinglish, native English speaking teachers in China, and the difficulty of creating an ideal environment for English learning in EFL contexts.

scholarly journals Native and Non-Native English-Speaking Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 13-17
Author(s):  
Pawan A. Talib
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Teaching English ◽  
The World ◽  
Speakers Of Other Languages ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

The aim of this paper is to analyze some argues of the terminology of native English-speaking teachers (NESTs)/non-native English-speaking teachers (NNESTs), which George Braine and Peter Medgyes made their first steps toward this study. The study relied on the nature notion of these two concepts in linguistic studies in various areas of the world. It illuminates the strengths and the limitations of NESTs and NNESTs with respect to English language teaching to speakers of other languages, particularly in Kurdistan Regional of Iraq with different models of linguistics. Consequently, the work focuses on the perceptions, responses, and attitudes toward these two contexts with taking account their role in teaching English in Kurdistan Regional of Iraq. Finally, the evaluation portrays an outstanding method of teaching English by co-operating NESTs/NNESTs. Since recently, it considers as one of the highest applicable strategies in TEL, and the educational institutions may achieve a better success by providing both instructors in their programs.

scholarly journals NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS

2021 ◽  
Author(s):  
Tatyana Aksiutina ◽  
◽  
Oksana Vovkodav ◽  
Keyword(s):  
University Students ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

scholarly journals FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

2019 ◽  
Vol 4 (1) ◽  
pp. 24-37
Author(s):  
Remart Padua Dumlao ◽  
Trixia Mengorio
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Personal Development ◽  
Cultural Awareness ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Future Research ◽  
English Speaking ◽  
Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

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