scholarly journals Non-Native English Speaker Teacher Narration of Nativism

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Muhammad Iqbal Ripo Putra ◽  
Citra Iswara ◽  
Dedi Irwan *
Keyword(s):  
Native Speaker ◽  
Document Analysis ◽  
English Speaker ◽  
Teacher Experiences ◽  
Public Preference ◽  
Job Requirements ◽  
Native English Speaker ◽  
The Public ◽  
Relevant Notion ◽  
International English

The 21st century ELT world is trying to migrate into the more relevant notion of international English. This notion, supposedly, supports every English speaker of a different nation, background, and culture. However, the public preference in native speaker is still apparent. This study is aimed to explore one non-native English speaker teacher’s experiences in teaching English along with a native English speaker teacher. This study employed narrative inquiry, the data gathered by interviews, and document analysis. The non-native English speaker teacher experiences several discriminations in the form of job division, job requirements, and even the wage difference. The public preference for native English speaker teachers is still apparent, looking at the growth of schools with native-speaker teachers.  

scholarly journals Change in ESL Graduate Students’ Perspectives on Non-Native English-Speaker Teachers

2009 ◽  
Vol 27 (1) ◽  
pp. 27 ◽  
Author(s):  
Gulbahar H. Beckett ◽  
Andrea Stiefvater
Keyword(s):  
Graduate Students ◽  
Classroom Management ◽  
Native Speaker ◽  
The United States ◽  
Ethnographic Study ◽  
Classroom Observations ◽  
English Speaker ◽  
Topic Analysis ◽  
Research And Practice ◽  
Native English Speaker

This article discusses the findings of an ethnographic study that explored the perceptions of ESL graduate students toward non-native English-Speaker Teachers (NNESTs) in the United States, a little researched topic. Analysis of classroom observations and interviews with 12 ESL graduate students from various countries showed that international ESL graduate students were active agents capable of exercising their agencies in evaluations of NNESTs. Overall, students enjoyed having a non-native speaker as their ESL teacher, which suggests that NNESTs have the cultural capital necessary for teaching ESL center courses. The students also reported initial disappointment about the constraints of NNESTs and about their changed attitudes, which seemed to be connected to changes in their teachers’ confidence and effectiveness in classroom management. Suggestions for further research and practice are made.

scholarly journals “I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT

2018 ◽  
Vol 10 (1) ◽  
pp. 940-945
Author(s):  
Ke Ren
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
English Teachers ◽  
English Language Teaching ◽  
English Speaker ◽  
General Picture ◽  
Native English Speaker ◽  
English Teaching ◽  
Insight Into

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions. 

scholarly journals The Influence of Aspects of Social Identity on the Development of L2 Phonology

2006 ◽  
Vol 2 (2) ◽  
pp. 28-35
Author(s):  
Jenia Yudytska
Keyword(s):  
Second Language ◽  
Social Identity ◽  
Speech Production ◽  
Native Speakers ◽  
Native Speaker ◽  
English Speaker ◽  
Native English Speaker ◽  
English Speaking ◽  
Time Periods ◽  
Over Time

Over time, second language (L2) speech production changes as the learner gains more experience with the language. Factors such as interaction with native speakers of the learner’s  L2 are known to play an important role. It is less clear to what extent, if at all, aspects of social identity influence the development of the L2 (Hansen Edwards 2008:372– 373). This longitudinal study examines the development of the actor Jackie Chan’s L2 (English) phonology. His speech production in two time periods 9 years apart is contrasted: in 1998, before he gained success in the English-speaking world; and in 2007, after he had released multiple Hollywood blockbusters.To check that factors such as age of acquisition were not the only reason for a lack of alignment over time towards English native-speaker norms, another context was taken from 2007, namely, an interview with a French native speaker. In foreigner-directed speech, there exists a pressure to produce more standard variants (Zuengler 1991:234). If Chan uses fewer non-standard variants with a non-native English speaker than with a native English speaker, it would imply that there is some degree of intent in his usage of non-standard forms and that his development, or lack thereof, is not only due to uncontrollable factors of second language acquisition.Two variables are examined: his production of stops in word-final codas containing a single stop and in wordfinal consonant clusters containing a stop as the final consonant. Native speakers of English generally pronounce these stops, whereas native speakers of Chinese often simplify them by deleting or glottalising them (Setter et al. 2010:15, Hansen 2001:340).In 2007, Chan is found to use a greater rate of the standard non-simplified variant than previously; however, he also simplifies his pronunciation by deleting the stop in the codas more often than in 1998. He uses standard forms that align with English native speakers to a greater extent when talking to non-native speakers. After 9 years of working in Hollywood, he would have gained more experience with English due to his social network consisting of more English native speakers, resulting in the expected increased alignment with native-speaker norms. However, his English has developed so that the non-standard variant of deletion is also used to a greater extent; the usage of this variant emphasises Chan’s identity as a Chinese native speaker. This emphasis is possible because of his success in between the two time periods: not only does he no longer have to align as much as possible with English native speakers so as to appeal to the English-speaking market, his success as a specifically Chinese martial artist means that highlighting his identity as a Chinese native speaker has more linguistic capital. Thus, it seems that factors of an L2 learner’s social identity do indeed influence the acquisition and development of their L2.

scholarly journals The Case of the Non-Native English Speaker in EMI

2018 ◽  
Author(s):  
Caroline Clark
Keyword(s):  
Higher Education ◽  
Native Speaker ◽  
English Speaker ◽  
Native English Speaker ◽  
Internationalisation Of Higher Education ◽  
English Medium Instruction

Internationalisation of higher education has led to an increase in the offer of English Taught Programs (ETPs) and English Medium Instruction (EMI) in the last few years. While ETPs are gaining consensus they are also generating a series of questions, often interrelated, which are begging discussion. One of these is whether there is an effect – detrimental or otherwise – of the non-native speaker (NNS) of English as the ‘sender’ or ‘receiver’ of knowledge. Research into EMI is a growing field, with numerous studies of the lecturer role, with somewhat fewer studies investigating the students’ experiences. This paper aims to investigate the interaction between the non-native speaker (NNS) lecturer and NNS student, in order to assess the perceptions of the NNS and how knowledge is negotiated in a language which is not ‘owned’ by either party.

scholarly journals The Halo surrounding native English speaker teachers in Indonesia

2016 ◽  
Vol 5 (2) ◽  
pp. 282
Author(s):  
Angga Kramadibrata
Keyword(s):  
Native Speaker ◽  
Structured Interview ◽  
English Speaker ◽  
Indian English ◽  
Native English Speaker ◽  
Explicit Attitudes ◽  
Open Questions ◽  
Important Quality ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes

The Native Speaker Fallacy, a commonly held belief that Native English Speaker Teachers (NESTs) are inherently better than Non-NESTs, has long been questioned by ELT researchers. However, this belief still stands strong in the general public. This research looks to understand how much a teacher’s nativeness affects a student’s attitude towards them, as well as the underlying reasons for their attitudes. Sixty seven respondents in two groups were asked to watch an animated teaching video, after which they completed a questionnaire that used Likert-scales to assess comprehensibility, clarity of explanation, engagement, and preference. The videos for both groups were identical apart from the narrator; one spoke in British English, while the other, Indian English. In addition, they were also visually identified as Caucasian and Asian, respectively. The video was controlled for speed of delivery. The quantitative data were then triangulated using qualitative data collected through open questions in the questionnaire as well as from a semi-structured interview conducted with 10 respondents. The data show that there is a significant implicit preference for NEST teachers in the video, as well as in respondent’s actual classes. However, when asked explicitly, respondents didn’t rank nativeness as a very important quality in English teachers. This discrepancy between implicit and explicit attitudes might be due to a subconscious cognitive bias, namely the Halo Effect, in which humans tend to make unjustified presumptions about a person based on known but irrelevant information.

scholarly journals Etiquetas inteligentes na administração pública: análise da viabilidade no controle patrimonial da UNIVASF

ForScience ◽  
2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Cátia Valéria Dos Santos Passos Brito ◽  
Welson Barbosa Dos Santos ◽  
Cristiane Xavier Galhardo ◽  
Vivianni Marques Leite dos Santos
Keyword(s):  
Radio Frequency ◽  
Public Administration ◽  
Radio Frequency Identification ◽  
Asset Management ◽  
Document Analysis ◽  
Identification System ◽  
Rfid Technology ◽  
The Public ◽  
Frequency Identification ◽  
The Cost

A realização de um inventário não é uma tarefa fácil, principalmente em universidades federais, que possuem muitos bens permanentes. A gestão patrimonial é realizada através de procedimentos de identificação, tombamento, localização, contagem, preservação e desfazimento de bens. Devido a grande quantidade de informações e necessidade de segurança, confiabilidade e celeridade nos processos, deve-se buscar alternativas para melhorar a gestão, reduzir índices de não conformidades e aprimorar o planejamento de compras. O sistema RFID (Radio-Frequency Identification), por exemplo, funciona por meio da comunicação via radiofrequência, com uso de um chip passivo inserido em etiqueta inteligente. Dessa forma, o objetivo deste artigo é analisar a viabilidade do uso da tecnologia RFID para o aperfeiçoamento da gestão patrimonial na Universidade Federal do Vale do São Francisco - Univasf por meio do levantamento de suas vantagens, desvantagens e custos para implantação. Para isto, são realizadas pesquisas em periódicos e bases de patentes, além da realização de entrevistas e análise documental. Entre os principais resultados, constata-se que o processo de gerenciamento de bens da Univasf é realizado de forma manual e desgastante para servidores membros de comissão, para a qual são convocados sem consulta prévia, verificando-se ainda que os prazos são, comumente, ultrapassados. Por outro lado, o custo para implantação do sistema RFID para controle do número atual de bens da Univasf corresponde a apenas 0,78% do valor alocado para as ações orçamentárias referentes às despesas correntes e investimentos, constituindo fatores favoráveis a sua aquisição pela Instituição.Palavras-chave: Radiofrequência. Gestão patrimonial. Universidades públicas. Internet das coisas. Smart tags in the public administration: feasibility analysis in thepatrimonial control of the UNIVASFAbstractThe construction of an inventory is not an easy task, especially at federal universities, which have many permanent assets. The patrimonial management is carried through procedures of identification, tipping, localization, counting, preservation and undoing of assets. Due to the large amount of information and the need for security, reliability and speed in the processes, alternatives should be sought to improve management, reduce nonconformity rates, and improve procurement planning. The RFID (Radio Frequency Identification) system, for example, works by means of radio frequency communication, using a passive chip inserted in a smart tag. Thus, the objective of this paper is to analyze the feasibility of using RFID technology to improve asset management at the Federal University of Vale do São Francisco -Univasf by surveying its advantages, disadvantages and costs for implementation. For this, research is carried out in journals and patent bases, as well as interviews and document analysis. Among the main results, it can be seen that Univasf's asset management process is carried out manually and exhausting for commission member servers, to which they are summoned without prior consultation, and it is also verified that the deadlines are commonly outdated. On the other hand, the cost of implementing the RFID system to control Univasf's current number of assets corresponds to only 0.78% of the amount allocated to budget actions related to current expenses and investments, constituting favorable factors for their acquisition by the Institution.Keywords: Radiofrequency. Patrimonial Management. Public universities. Internet of things. 

scholarly journals Identification of Foreign-Accented Words in Preschoolers With and Without Speech Sound Disorders

2020 ◽  
Vol 63 (5) ◽  
pp. 1340-1351
Author(s):  
Françoise Brosseau-Lapré ◽  
Wan Hee Kim
Keyword(s):  
Word Identification ◽  
Speech Sound ◽  
Receptive Vocabulary ◽  
English Speaker ◽  
Speech And Language ◽  
Vocabulary Size ◽  
Phonological Representations ◽  
Native English Speaker ◽  
Vocabulary Skills ◽  
Language Tests

Purpose The aim of this study was to investigate the ability of preschoolers with speech sound disorder (SSD) and with typical speech and language development (TD) to understand foreign-accented words, providing a window into the quality of their underlying phonological representations. We also investigated the relationship between vocabulary skills and the ability to identify words that are frequent and have few neighbors (lexically easy words) and words that are less frequent and have many neighbors (lexically hard words). Method Thirty-two monolingual English-speaking children (16 with SSD, 16 with TD), ages 4 and 5 years, completed standardized speech and language tests and a two-alternative forced-choice word identification task of English words produced by a native English speaker and a native Korean speaker. Results Children with SSD had more difficulty identifying words produced by both talkers than children with TD and showed a larger difficulty identifying Korean-accented words. Both groups of children identified lexically easy words more accurately than lexically hard words, although this difference was not significant when including receptive vocabulary skills in the analysis. Identification of lexically hard words, both those produced by the native English speaker and the nonnative English speaker, increased with vocabulary size. Conclusion Considering the performance of the children with SSD under ideal listening conditions in this study, we can assume that, as a group, children with SSD may experience greater difficulty identifying foreign-accented words in environments with background noise.

Coverage of Cultural Heritage in Mass Media Publications in Zimbabwe

2018 ◽  
pp. 428-442
Author(s):  
Marlvern Mabgwe ◽  
Petronella Katekwe
Keyword(s):  
Public Opinion ◽  
Mass Media ◽  
Cultural Heritage ◽  
Agenda Setting ◽  
Political Development ◽  
Media Coverage ◽  
Document Analysis ◽  
The Public ◽  
Media Agenda ◽  
Working Hypothesis

This chapter evaluates the pattern and trend of mass media coverage of Zimbabwe's cultural heritage, with a focus on the newspaper publications produced between the years 2010 and 2015. The working hypothesis is that the level and nature of mass media coverage of cultural heritage is directly proportional to the nature of public opinion and attitude towards their own cultural heritage. As such, in order for cultural heritage to make a meaningful contribution to socio-economic and political developmental in Zimbabwe, there is a need for cultural heritage to be visible in all mass media productions. Using document analysis, questionnaires, and interviews, the research identified that the coverage of cultural heritage in mass media in Zimbabwe is alarmingly low. That jeopardizes the regard of cultural heritage as a driver for socio-economic and political development amongst the public. However, through reprioritization of media agenda-setting, media policy, and fostering of a closer collaboration between heritage managers and media professionals, the situation can be salvaged in Zimbabwe.

scholarly journals Fra hjelper til profesjonsutøver - profesjonalisering av tolkeyrket i Norge

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Hanne Kristine Angelshaug
Keyword(s):  
Public Sector ◽  
Native Speaker ◽  
Graduate Degree ◽  
Access To Education ◽  
National Register ◽  
Professional Skills ◽  
The Public ◽  
The Status ◽  
Professional Title

The title “interpreter” is not a professional title in Norway; Norwegian legislation only applies to “sworn interpreters” authorized by the Directorate of Integration and Diversity (IMDi). The interpreter authorization scheme is one of the steps that have been taken to guarantee the quality of the interpreters and their services. Another step has been the creation of the National Register of Interpreters, which provides the public with access to qualified interpreters. However, the register is not flawless and may exclude well-qualified interpreters. The register has five qualification categories with different sets of requirements; the only problem is that the interpreter’s access to the different courses that enables the interpreter to enter the register is limited. This problem could be remedied easily by means of the official exams for the grant of the title ”sworn interpreter”, but regretfully the exams, as well as the necessary courses to advance from category to category in the register, are not available in all language combinations or on a frequent basis. The distinction between an “interpreter” and a “sworn interpreter” may not be the quality, as much as the professional title and having access to education. In this context, the importance of licensing or professionalization linked to the phenomenon of trust becomes evident. The foreign and native speaker have to communicate through an interpreter, they need to trust the interpreter in order to get their message through, but why anyone should do that without a guarantee that the interpreter is qualified is another question. Mainly non-professional interpreters perform interpretation in the public sector and several studies show that the interpreters lack linguistic and professional skills to do their job satisfactory. This problem should not be ignored, but rather properly addressed by establishing a professional graduate degree to ensure the quality of the interpreter and consolidate the status of the interpreter as a professional in the public sector in Norway. However, this is only one side of the problem, it is also necessary to promote and ensure the use of qualified labour in the public sector.

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