Abstract
Several scholars have investigated the strengths and weaknesses of native‐English‐speaking (NES) and nonnative‐English‐speaking (NNES) teachers of English as a second language (ESL), but few researchers have explored intensive English program (IEP) administrators' and ESL teachers' perspectives on teacher training and the strengths and weaknesses of NES and NNES teachers. Through online questionnaires, this study examined 96 ESL teachers' perceptions regarding their (MA TESOL) teacher education and 21 IEP administrators' perspectives about teacher training and their resulting hiring practices. Results show similarities between IEP administrators' and ESL teachers' perceptions of NNES teachers' strengths and weaknesses. Participants also wished that preservice teachers were given more firsthand teaching opportunities. IEP administrators emphasized experience, not first language, as a determining factor in hiring decisions. Recommendations to improve teacher education and the teaching experience of NES and NNES teachers are offered.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
