Perceptions of Korean Secondary School English Teachers on TEE and Collaborative Teaching with Native English-speaking Teachers.

In terms of English learning, whether native English-speaking teachers (NESTs) surpass non-native English-speaking teachers (NNESTs) or vice versa has been a heated topic. These two types of teachers have their own respective benefits and drawbacks with respect to English teaching. Most of the current related studies are on the traditional educational classroom setting in both secondary school and higher education. However, the study of the virtual learning platform as a method of teaching English is rare. This research displays valuable significance in identifying whether parents in Macao have a preference towards NESTs and NNESTs before they purchase the online synchronous one-on-one English lessons for their children. This qualitative study, after two participants were interviewed, concludes that they both prefer NESTs due to their authentic accent and pronunciation and believe it is more suitable in such a speaking-andlistening oriented online lesson. Price is not the prioritized factor to consider. They are generally satisfied with the teaching style of the online NESTs but it is also important to take note of the teaching approach conducted in the online lessons towards children, to ensure that it holds their interest appropriately.

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Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools

Language Teaching Research ◽

10.1177/1362168812455589 ◽

2012 ◽

Vol 16 (4) ◽

pp. 483-499 ◽

Cited By ~ 14

Author(s):

Phil Benson

Keyword(s):

Hong Kong ◽

English Teachers ◽

Educational Background ◽

Chinese Student ◽

Mainland Chinese ◽

The Status ◽

Non Local ◽

English Speaking ◽

Native English Speaking ◽

Native English Speaking Teachers

The literature on non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs) tends to focus on their respective strengths, the main strengths of NNESTs being their experience of learning English as a second language and their familiarity with their students’ language and educational background. This article proposes a further distinction between NNESTs who are local to their teaching settings, and ‘non-local NNESTS’, who are at risk of falling between the cracks of the NNEST–NEST distinction if they do not share their students’ first language and educational background. It also argues that the strengths of NNESTs and NESTs (local or non-local) are not intrinsic to these categories, but instead serve as contexts of discourse in which teachers construct their ‘authority’ to teach English in particular settings. A case study of two non-local NNESTs in their final year of a pre-service teacher education degree in Hong Kong explores how they struggled to construct authoritative identities as English teachers in the context of discourses that primarily validate the status of NESTs and local NNESTs. It concludes by calling for a more nuanced view of the NNEST–NEST distinction and for further fine-grained studies of the experiences of local and non-local NNESTs elsewhere in the world.

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Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v22n1.78800 ◽

2020 ◽

Vol 22 (1) ◽

pp. 29-41

Author(s):

Mauricio Arcaya

Keyword(s):

Qualitative Study ◽

Foreign Language ◽

Teaching And Learning ◽

English Teachers ◽

Small Scale ◽

English Speaking ◽

Native English Speaking ◽

Native English Speaking Teachers ◽

The Way ◽

Learning English

This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from both groups were asked to assess the same material produced by two students of English pedagogy in a Chilean university. The results show that native English teachers rate students higher than their non-native colleagues. This is apparently due not only to differences in training but also the differences in the processes of acquisition. The outcome of this research concerns anyone interested in teaching and learning English as a second/foreign language.

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Non-native english speaking elementary ell teachers’ culturally responsive leadership profile in an ESL context

Colombian Applied Linguistics Journal ◽

10.14483/udistrital.jour.calj.2012.2.a06 ◽

2012 ◽

Vol 14 (2) ◽

pp. 88

Author(s):

Valentin Ekiaka Nzai ◽

Patricia Gómez, ◽

Concepción Reyna ◽

Kang-Fan Jen

Keyword(s):

Culturally Responsive ◽

English Teachers ◽

English As Foreign Language ◽

English Curriculum ◽

Culturally Responsive Leadership ◽

English Speaking ◽

Native English Speaking ◽

English Textbooks ◽

Native English Speaking Teachers ◽

Responsive Instruction

Culturally responsive instruction has been suggested as quality education (Edwards, 2003) for minority students in subtractive and additivebilingualism settings. However, analytical curriculum development of several official English programs revealed that the gender-centric (malecentric)and Ethno-centric (Euro/Western-centric) approaches were deeply embedded in most English textbooks of curriculum development.The intent of partial mixed methods paper consisted of exploring some non-native English speaking teachers English teachers’ culturallyresponsive leadership profile in order to further the discussion on not only how to promote English curriculum transformation in English assecond language (ESL) and English as foreign language (EFL) settings, but also to effectively train culturally responsive non-native Englishspeaking (NNES) English pre-service teachers. Comparative data analysis suggested that there were no causal relationship between NNESEnglish teachers’ culturally responsive leadership styles and their abilities to perform multicultural transformation of English curriculums. To behighly effective in transforming English curriculum, NNES English teachers needed to be systematically trained on how to do so. Implicationsfor NNES English pre-service teacher education are framed from the culturally responsive and anti-oppressive education approaches.

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NATIVE ENGLISH SPEAKING TEACHERS IN ELT ABROAD FROM THE POINT OF VIEW OF LANGUAGE LEARNING STUDENT

Cherkasy University Bulletin Pedagogical Sciences ◽

10.31651/2524-2660-2020-4-95-99 ◽

2020 ◽

pp. 95-99

Author(s):

Mykhailo PODOLIAK ◽

Keyword(s):

Language Learning ◽

English Learners ◽

Native Speaker ◽

English Teachers ◽

Point Of View ◽

Modern World ◽

English Speaking ◽

Native English Speaking ◽

Native English Speaking Teacher ◽

Native English Speaking Teachers

There is prejudice in the modern world that na- tive English speaking teachers are better than non- native. In this article, we aim to reveal this opinion as well as to determine the effect native or nonnative teacher has on certain language skill development in students. Many scholars worldwide have researched the question. They agreed that nonnative English teachers are underestimated by employers around the globe. Furthermore, about 80% of all English teachers are nonnative speakers. Our research demonstrate that native speaker English teachers are more effective in intermediate and advanced students, while non-native English speaking teachers are good for beginners. Furthermore, according to the results of our questionnaire, native speaking English teacher developed more speaking, listening and writing skills in students, while non-native English speaking teacher explained grammar and vocabulary better. The other thing we would like to present an interesting exercise that can be of great use to those, who learn native language in a country simultaneously teaching English or other foreign language. The exercise rise motivation as well as breaks the communication barrier in nonnative English speaking students. In addition, the exercise can be of great use to all language levels of English learners

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Learners' Errors and their Evaluation

Journal of NELTA ◽

10.3126/nelta.v14i1.3093 ◽

1970 ◽

pp. 71-81

Author(s):

Laxmi Bahadur Maharjan

Keyword(s):

Error Analysis ◽

Key Words ◽

English Teachers ◽

English Teacher ◽

Grammatical Errors ◽

Research Findings ◽

English Speaking ◽

Native English Speaking ◽

Native English Speaking Teachers

This study identifies, describes and evaluates the learners' errors, and determines the gravity of those errors in terms of intelligibility and acceptability by the Nepali, non-Nepali and native English speaking teachers. This study was targeted at the grammatical errors and perceptions of different English teachers on those errors. The research findings were analyzed and expressed quantitatively. The study revealed that the Nepali English teacher evaluators were found to be the most severe judges. The non- Nepali (i.e. other than Nepali and the native English) evaluators were in between the Nepali and the native English evaluators. The researcher proposes to treat the most serious errors for Nepali and non- Nepali English teachers with priority. Key words: error analysis, grammatical errors, error gravity DOI: 10.3126/nelta.v14i1.3093 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 71-81

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A Comparative Study on Teacher Talk of Australian and Chinese English Teachers in an Academic English Writing Course in Chinese EFL Classrooms

Journal of Language Teaching and Research ◽

10.17507/jltr.1004.12 ◽

2019 ◽

Vol 10 (4) ◽

pp. 776

Author(s):

Julan Wang

Keyword(s):

Language Use ◽

English Teachers ◽

Teacher Talk ◽

Academic English ◽

Linguistic Complexity ◽

English Writing ◽

Writing Course ◽

English Speaking ◽

Native English Speaking ◽

Native English Speaking Teachers

Research on teacher talk has shown that many different teaching behaviors between native English speaking teachers and non-native English speaking teachers may result form their different English proficiency. This paper aims to examine the differences between Australian English teachers (AETs) and Chinese English teachers (CETs) in an Academic English Writing course in ELF classrooms in China in terms of language use, linguistic complexity, and linguistic variety. Two university teachers (one AET and one CET) were recorded and observed for two weeks in October of 2017 in SHU-UTS Business School of Shanghai University. Data were collected via classroom observation and analyzed by a qualitative research method. The findings revealed although there are some differences in language use, linguistic complexity and linguistic variety, both teachers are highly aware of the marking criteria for the writing task of the academic English writing course and emphasize their teacher talk quality input for their students. The results, therefore, can help teachers from Australian and Chinese cultures to continuously work on high quality teacher talk and facilitate the development of a specific language skill-academic English writing for English learners in EFL Chinese classrooms.

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