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.

scholarly journals Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

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.

scholarly journals “It’s more fashionable to speak it badly”: indexicality and metasemiotic awareness among users of English from the Spanish-speaking world

2019 ◽  
Vol 8 (2) ◽  
pp. 297-332 ◽  
Author(s):  
Sonia Morán Panero
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Social Meaning ◽  
Cambridge University ◽  
Expanding Circle ◽  
English Language Teachers ◽  
Contextual Variability

Abstract As ELF scholars warn us against treating linguistic productions of “non-native” English speakers as “errors” when they are sociolinguistically driven variation, it is necessary to investigate how speakers in Expanding Circle settings conceptualise, label and experience such uses themselves. This paper reports a qualitative study of the metalinguistic and evaluative practices of university students in Chile, Mexico and Spain. It explores how they ascribe (un)desirable meanings to different ways of speaking English as an additional language (i. e. indexical relations), whether these symbolic associations are seen to influence students’ own linguistic use, and the extent to which such indexical relations are theorised as inherent in language form or as symbolic and negotiable (i. e. metasemiotic awareness). The analysis of more than 53 hours of elicited interview talk reveals a complex web of available social meaning relations and multidirectional accounts of the effects that such meanings have on students’ linguistic and semiotic practices. Although many students display awareness of the contextual variability of social meaning-making processes (Coupland. 2007. Style: Language variation and identity. Cambridge: Cambridge University Press), only a minority were able to directly challenge dominant indexical associations and stereotypical trait attributions. The findings underscore the need for English language teachers to understand their students’ semiotic goals and interpretative repertoires, firstly to avoid discriminating against sociolinguistically motivated variation in students’ English use and secondly, to provide them with additional tools to negotiate their position as speakers of English as an additional language. The paper also reflects on the implications that these findings have for how we explain variation and attitudinal ambivalence in ELF research.

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.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals Teaching English as a Foreign Language in Iraq

2018 ◽  
Vol 2 (4) ◽  
pp. 409-446
Author(s):  
Bushra Saadoon Al - Noori
Keyword(s):  
Foreign Language ◽  
English Language ◽  
College Of Education ◽  
Language Teachers ◽  
First Year ◽  
Staff Members ◽  
Ibn Rushd ◽  
English Language Teachers ◽  
The Government ◽  
Daily Plan

Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

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