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

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

scholarly journals Deconstructing Non-Native English-Speaking Teachers’ Professional Identity: Looking Through a Hybrid Lens

2019 ◽  
Vol 12 (12) ◽  
pp. 76
Author(s):  
Nshid Nigar ◽  
Alex Kostogriz
Keyword(s):  
Professional Identity ◽  
English Language ◽  
Native Speaker ◽  
Point Of View ◽  
English Language Teaching ◽  
Post Colonial ◽  
Binary Logic ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

This article critically analyses how the construct of non-native English-speaking teachers’ (NNESTs) professional identity has evolved in the context of binary logic and power relations. From a socio-historical point of view, colonial origin of English language teaching and native speaker ideology have been identified as prominent discursive influences of NNESTs’ professional identity. Although influenced by (post)colonial discourses, research into NNESTs’ professional identity is now veering off to a new direction that questions the binary logic and explores experiences beyond the boundary between the native self and the non-native other. This paper argues that nativeness and non-nativeness are not mutually exclusive and objective categories for NNESTs’ professional identity. Their identity is rather subject to constant innovation and plasticity. Beyond the critical analysis of the native speaker construct, the paper proposes a professional conceptualisation of a hybrid professional identity of NNESTs in a third space of reflection, enunciation and productive articulation.

scholarly journals The Professional Competences of Native English Speaking Teacher as Viewed by Students

2020 ◽  
Vol 5 (12) ◽  
pp. 1725
Author(s):  
Ruqoyah Yulia Hasanah Dhomiri ◽  
Ekaning Dewanti Laksmi ◽  
Nur Mukminatien
Keyword(s):  
Native Speaker ◽  
Teaching English ◽  
The People ◽  
Teacher Professional ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher

<p class="Abstract"><strong>Abstract:</strong> Millennium development requires schools to prepare their students to have proper English skills. It makes some schools hire native speaker as the expert of English. However, it is known that not all native speaker can teach English. They may be an expert in using English, yet not the expert of teaching English because the lack of professional competences. In this case, it is needed to investigate the native teacher professional competences based on the students’ view, since the students were the people who experienced to be taught by the native teacher. In this study, it was found that the native teacher seemed to be more suitable for teaching the higher achiever students since they could follow the native teacher’s explanations and instructions. Meanwhile, for the lower achiever students, being taught by the native teacher was challenging. This study aimed to investigate the professional competences of a native teacher as viewed by the students.</p><strong>Abstrak:</strong> Perkembangan Milenium mengharuskan sekolah mempersiapkan siswa mereka untuk memiliki keterampilan bahasa Inggris yang memadai. Hal itu membuat beberapa sekolah mempekerjakan penutur asli sebagai guru bahasa Inggris. Namun, diketahui bahwa tidak semua penutur asli dapat mengajar bahasa Inggris. Mereka mungkin ahli dalam menggunakan bahasa Inggris, namun belum tentu ahli mengajar bahasa Inggris karena kurangnya kompetensi profesional. Dalam hal ini, di perlukan penyelidikan terhadap kompetensi profesional guru penutur asli bahasa Inggris berdasarkan pandangan siswa, karena siswa adalah orang-orang yang berpengalaman dalam diajar oleh penutur asli. Dalam penelitian ini, ditemukan bahwa guru penutur asli bahasa Inggris tampaknya lebih cocok untuk mengajar siswa berprestasi karena mereka dapat mengikuti penjelasan dan instruksi guru tersebut. Sementara itu, bagi siswa berprestasi rendah, diajar oleh guru penutur asli bahasa Inggris adalah sebuah tantangan.

Negotiating teacher identity: Experiences of Black teachers of English in Korean ELT

English Today ◽  
2020 ◽  
pp. 1-8
Author(s):  
Hohsung Choe ◽  
Youngjoo Seo
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
Native Speaker ◽  
Black Teachers ◽  
English Language Teaching ◽  
Political Issues ◽  
English Speaking ◽  
Race Ethnicity ◽  
Native English Speaking ◽  
Native English Speaking Teachers

Most recent research on teacher identity in the TESOL field has focused on how non-native English-speaking teachers (non-NESTs) view and position themselves vis-à-vis native English-speaking teachers (NESTs), and which factors influence their construction of their professional identities. However, the perceived native speaker/non-native speaker (NS–NNS) dichotomy greatly oversimplifies a complicated phenomenon by representing it as solely linguistic and disregarding sociocultural and political issues. Beyond the question of nativeness versus non-nativeness, race, ethnicity, nationality, and cultural identity have played key roles in how teachers position themselves within English language teaching (ELT). These other factors may be critical in how others judge the capability of a teacher of English and authenticity of his/her English.

scholarly journals Teacher Views of Teaching English through English (TETE) in Japanese Junior High Schools: Findings from the Inside

2020 ◽  
Vol 44 (6) ◽  
pp. 35
Author(s):  
Nathaniel Reed
Keyword(s):  
High Schools ◽  
Junior High ◽  
Junior High Schools ◽  
Ministry Of Education ◽  
Teaching English ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers ◽  
Level Of Understanding

This study investigates teacher perspectives on a recent directive from the Japanese Ministry of Education (MEXT), which states that “lessons should be given in English at junior high schools (JHSs), in principle, according to the level of understanding of students” (MEXT, 2014, p. 4). I am a native English-speaking teacher (NEST) and taught with twelve Japanese national non-native English-speaking teachers (NNEST) in two Niigata-based junior high schools throughout the 2017 to 2018 academic year. In one of the schools I spoke only English (whilst teaching and outside of class), and in the other school I spoke the students’ L1s (Japanese and Spanish), and English (students’ L2). My classroom experiences are discussed through reflective practice. Data from questionnaires and interviews indicate NNESTs’ perceptions of the study and opinions of teaching English through English (TETE). I finally discuss challenges that the TETE experience presented to my teaching and suggest ways to overcome them. 本論は、文部科学省（MEXT）の「生徒の理解の程度に応じて、中学校では授業は英語で行うことを基本とする」（MEXT, 2014: 4）という近年の方針に対する教員側からの受け止め方について調査したものである。英語母語話者の教員（NEST）である筆者は、2017-2018年度に非英語母語話者の日本人英語教員（NNEST）12名とともに新潟県の中学校2校において英語を指導した。実験群の学校ではNESTは指導中に英語のみを話し、統制群の学校では生徒の母語である日本語及びスペイン語（L1）と英語（L2）で話した。教室におけるNESTの体験について振り返りを基に議論された。本研究に対するNNESTの受け止め方や、英語を英語で指導した授業（TETE）に関する意見はアンケートおよびインタビューによって収集された。本論は、英語を英語で教えることの課題や、それを克服する方法について論じている。

scholarly journals Non-native English Speaking Teacher (NNEST) and their Delivery

2018 ◽  
Vol 22 (1-2) ◽  
pp. 117-126
Author(s):  
Laxmi Bahadur Maharjan
Keyword(s):  
Native Speakers ◽  
Unexplored Area ◽  
Native Speakers Of English ◽  
Strong Position ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers

This article attempts to display the characteristics of the non-native English speaking teachers (NNESTs) and focuses on the need for the transition of their potentialities in various circumstances of their career. It also describes some of the issues related to their shared difficulties and insecurities, and uncovers the strategies that help them to build up their mind and vision. The non-native speakers of English are definitely in a strong position as teachers in that they can use their experiences to bring quality to teaching and become more effective speakers of English. In addition, the article highlights the non-native speakers of English scenario with the intention to promote further in-depth research on this unexplored area of “non-nativesness.” The article also makes a brief description of the problems the Nepali NNESTs face in their classroom delivery processes and discusses ways to overcome them.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 117-126

scholarly journals NATIVE VERSUS NON-NATIVE ENGLISH SPEAKING TEACHERS: AN INSIGHT INTO INDONESIAN STUDENTS’ VOICES

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Alviaderi Novianti
Keyword(s):  
Undergraduate Students ◽  
Native Speaker ◽  
Survey Design ◽  
English Teacher ◽  
Efl Students ◽  
Pros And Cons ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Insight Into

Several issues exist in determining the best English teacher for EFL students. Both native and non-native speaker teachers can succeed as English teachers. But there are always some pros and cons for both sides. This present paper intends to investigate the perspective or perception of college students towards their native English speaking teachers (NESTs) and non-native English speaking teachers (Non-NESTs) in teaching EFL. This research is a quantitative study with survey design. In gaining the data, twenty-five respondents of the 4th grade undergraduate students of the English Department in Cimahi were asked to respond the itemized statements on the questionnaire which used Likert-scales. The questionnaire itself was adopted and developed from the previous researcher with the similar problem background which was conducted in 2011. This study revealed that students have positive perceptions toward NEST and Non-NEST, although, in some circumstances, the students face several problems in the learning process. Thus, for both NEST and Non-NEST are required to handle the problems encountered by the students.  

scholarly journals Perceiving Native English Speaking Teachers: EFL University Students’ Perspectives

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sureepong Phothongsunan
Keyword(s):  
University Students ◽  
Native Speaker ◽  
Strong Relationship ◽  
Structured Interview ◽  
Motivation To Learn ◽  
Interactive Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Learning Behaviours

To allude to the ‘native speaker’ concept and investigate the native speaker effects, this research looks into the perceptions of 25 Thai EFL university students towards native English speaking teachers. How native English speaking teachers influence the participants’ learning behaviours and motivation to learn English are also perceptually reported. Two research instruments, the survey questionnaire and the semi-structured interview, are employed for this study. The findings indicate overall positive perceptions towards native English speaking teachers, pointing that their classes are mostly fun, interactive and motivating. The flexible and interactive teaching methods and styles used by native English speaking teachers are found to be most favoured, followed by their approachable personality traits and the students’ vast opportunity to practice oral and written English. Most participants, if given an option to choose a teacher, have a salient preference to study with native English speaking teachers in which case neither teachers’ age nor gender matters. There seems to be a strong relationship between studying with native English speaking teachers and the participants’ learning behaviours and motivation to learn English.

scholarly journals Native vs. non-native EFL teachers: Who are better?

2018 ◽  
Vol 5 (1) ◽  
pp. 137-147
Author(s):  
Kurniawati Kurniawati ◽  
Dini Rizki
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native Speaker ◽  
First Language ◽  
Quality Teachers ◽  
Self Confidence ◽  
Efl Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

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