Abstract
The global spread of English language has led many classrooms in the post-colonial contexts that teach English as a second and foreign language to pursue a perpetual belief that native English teachers have different teaching ideologies and practices compared to non-native teachers. Although teachers’ ideologies are deemed to be influential in shaping their classroom pedagogical practices, not many studies have examined teachers’ ideologies and its actual implementation in classroom pedagogical practices. Many past studies in this area have focused either on teachers’ classroom beliefs or classroom practices. Thus far, there is no any empirical evidence that supports the existing belief that native and non-native English teachers pursue different teaching ideologies and practices. Thus, this study seeks to understand whether as suggested, the native and non-native English teachers pursue different teaching ideologies and practices in Malaysian ESL classroom context. This study provides insights and empirical evidences into teaching ideologies and actual classroom pedagogical practices of teachers in Malaysian ESL classroom context.
Highlights
As globalisation and English continue to bring people of different cultures and linguistic backgrounds together through the form of English communication, it has further entrenched the distinction between so-called native and non-native speakers (Jenkins, 2005)
This study provides insights and empirical evidences into teaching ideologies and actual classroom pedagogical practices of teachers in Malaysian English as a Second Language (ESL) classroom context
The first group consists of four local Malaysian English teachers, the second group is four English teacher assistants (ETA) from native speaking countries and the third group consists of 150 students from both of the teachers’ classroom
Summary
As globalisation and English continue to bring people of different cultures and linguistic backgrounds together through the form of English communication, it has further entrenched the distinction between so-called native and non-native speakers (Jenkins, 2005). Native teachers have not been empirically and conclusively established as superior to the non-native teachers (Nayar, 1998), the perception that the former is a ‘better’ teacher continues to hold sway in many English as a Second Language (ESL) and English as a Foreign Language (EFL) classroom settings. While there is little empirical research on the issue, the few studies that exist suggest that native and non-native teachers differ in target language competence, teaching behaviour, and approach due to differences in their linguistic competence (Arva and Medgyes, 2000). Studies that have explored expatriate native and local non-native teachers’ practices in Malaysian language classrooms have only focused on teachers’ teaching beliefs (Farimah & Fatimah, 2013; Fathen et al, 2013) and the sociolinguistics background of the teachers (Gibson & Swan, 2008). The main two objectives of this study are; to explore the classroom ideologies of native and non-native teachers in the Malaysian ESL teaching context and to compare their ideologies and its actual implementation in classroom practices, with a view to explore how ideologies mediate in their actual practices and what influences the different ideologies and practices among native and non-native English teachers
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