Native Language Teachers Research Articles

Compare the teaching effectiveness and student satisfaction between native Japanese language teachers and non-native Japanese language teachers

This study examines the comparative teaching effectiveness and student satisfaction between native Japanese language teachers (NJLTs) and non-native Japanese language teachers (NNJLTs). Utilizing a sample of 740 students from various educational institutions in Japan, the research employs a quantitative design, including structured questionnaires adapted from established scales. Advanced statistical methods, including factor analysis and multiple regression, were used to analyze the data. The findings reveal no significant differences in student satisfaction and language proficiency between students taught by NJLTs and NNJLTs. Additionally, regression analysis showed that cultural relatability and empathy were not significant predictors of teaching effectiveness, suggesting that factors beyond nativeness influence student outcomes. These results challenge the native-speakerism ideology, highlighting the importance of pedagogical skills, teacher-student rapport, and effective teaching strategies. The study underscores the need for inclusive hiring practices, comprehensive teacher training programs, and collaborative teaching models that leverage the strengths of both NJLTs and NNJLTs. Implications for educational policy, curriculum design, and teacher professional development are discussed, advocating for a balanced approach that values the contributions of both native and non-native teachers. Limitations include the reliance on self-reported data and the specific cultural context of Japan. Future research should explore additional variables, employ longitudinal designs, and utilize mixed-methods approaches to provide a more nuanced understanding of language teaching effectiveness.

Artificial Neural Network and Adaptive Neuro Fuzzy Inference System Hybridized Models in the Sustainable Integration of Language and Mathematics Skills: The Case of Singapore and Hong Kong

The four basic language skills, listening, speaking, reading, and writing play, a crucial role in the development of an individual’s skills in other disciplines. The current study aims to underpin the relationship between language skills and mathematics skills by focusing on the language and mathematics curricula of two consistently high-achieving countries, Hong Kong and Singapore, in the Program for International Student Assessment (PISA) rankings. In the current study, the convergent parallel mixed method was utilized that qualitative and quantitative data were composed together. Primarily, the outcomes of four language skills were determined in the native language teaching curricula of the two countries. The topics and themes related to four basic language skills were determined from the two mathematics curricula. The curricula were examined by document analysis from qualitative research methods. The analysis was conducted by examining the native language teaching and the mathematics curricula of both countries by the content analysis method. Later, the findings of the document analysis were used to develop machine learning models to find a possible positive relationship between language skills and the PISA scores. Although a number of previous studies have found a reasonable relationship between language skills and mathematics skills, the current study results were contradictory to the ones performed previously in the literature, and considering the curricula no positive relationship between the language and mathematics skills was found. The findings of the current study were further supported by the artificial neural network (ANN) and Adaptive Neuro Fuzzy Inference System (ANFIS) model performance metrics. Compared to an acceptable level of 0.80, significantly low R2 values of 0.35 and 0.39 for the ANN and ANFIS models, respectively, indicated very little relationship between the language and mathematics skills.

The current state and main problems of Hungarian native language education

The current state and main problems of Hungarian native language education

“Confucius Institute” at Novosibirsk State University: Teaching Chinese Today

In 2023, the number of native Chinese language teachers at Novosibirsk State University and its partner universities in the Confucius Institute project returned to pre-pandemic levels, and the scale of educational activities and related projects such as a summer language camp in China were restored. The article discusses issues of staffing and measures in the field of improving the professional level of teachers, features of teaching Chinese language (ways of involving Chinese teachers in vocational, secondary and additional education programs, models of interaction between Chinese and Russian teachers such as joint classes, independent classes with separate presentation of different types of educational material within one course or teaching certain aspects of the Chinese language). The activities of the Confucius Institute in the field of holding competitions in the Chinese language and the results of students’ participation in competitions of various levels are also shown. Stimulating the competitive activity of students, according to the authors, is an important additional condition for the development of their language skills and achievements in competitions which indicate a high level of language training provided by the Confucius Institute centre.

Native Chinese Language Teachers’ Beliefs about Teaching Chinese Abroad

The impact of the China-Pakistan Economic Corridor (CPEC) expansion has changed the dynamics of foreign language learning in Pakistan. Due to the increased regional importance of Chinese language, some public and private sector universities are offering Chinese as a compulsory language course at the undergraduate level. Due to the significance of forthcoming opportunities for local youth, one public university in Karachi, Pakistan hired native Chinese teachers to teach undergraduate students Chinese as a foreign language. The present study explored the beliefs of Chinese teachers based on their teaching experiences at the university. Data for this collective case study was collected through semi-structured interviews with three native-Chinese teachers and analysed thematically. The findings revealed that the Chinese teachers held positive beliefs about the prospects of Chinese language learning in Pakistan due to job opportunities. However, they seemed to hold reservations regarding the limited time span for the offered Chinese language course. There were also certain negative beliefs in connection with the traditional learning practices of the learners which the teachers considered barriers to the learners’ language learning. These findings depict the requisite exigency to address the issues highlighted by the Chinese teachers for effective Chinese language learning. The beliefs of teachers and their shared experiences need to be addressed for productive development in teaching and learning Chinese. Curriculum designers and decisionmakers should consider teachers’ beliefs to align the curriculum and teaching methodologies as per the provision that includes teachers’ experiences to further improve Chinese language teaching and learning.

Academic Self-problems of Candidate Teachers of Native Language: “I am not sure what or how to learn.” But I must be sure of what I can teach.”

Academic self-concept is an individuals’ self-definition using their experiences in the educational process or their views on their own skills and interests. This study aims to determine the academic self-perception of teacher candidates of native language. This study was conducted with a qualitative approach in a phenomenological design. The study group consisted of 10 female and 6 male native language teacher candidates at a university located in the eastern part of Turkey. During the data collection process, semi-structured interviews were conducted with open-ended questions, the data collected with a voice recorder was converted into a written text. Participant views were subjected to content analysis. The first, last, and focus codings were completed for “coder reliability;” and an external controller was also used. In this study, the data source was diversified with reminder notes and observation reports for stability and transparency. The findings revealed that most participants had high verbal abilities and interests, and weak numerical abilities and interests. Additionally, the views that they were unable to make the right choices in line with their abilities and interests and therefore could not achieve their academic self-concept and goals are remarkable.

“For me, it is important to maintain self while adapting.” Understanding Chinese foreign language teachers’ identity in an intercultural context

ABSTRACT This qualitative exploratory study addresses how Chinese as a foreign language (CFL) teachers perceive their identity in an intercultural context in the Netherlands. In this study with twenty-one native Chinese-speaking language teachers, empirical data was collected through semi-structured interviews. Foucault’s poststructuralist view of identity is employed to conceptualize teachers’ identity. The findings show teachers’ perceptions of their identity are shaped by their cultural and educational background, as well as their teaching experiences in an intercultural context. CFL teachers’ professional identity adapts during the process of interacting with students from another cultural background. Although CFL teachers sometimes struggle during this process of transformation, they generally showed willingness to adjust. The findings indicated that even if teachers’ identity reconstruction is inevitable in the cross-cultural setting, most CFL teachers hold onto their primary Chinese identity. Implications for teacher professional development and teaching Chinese in intercultural settings are discussed, for instance, the need for pedagogical courses that fit the Dutch educational context and consider the Chinese language’s specific features, and for the creation of a collaborative CFL teaching community.

Tools For The Development of Emotional Intelligence: Cognitive Native Language Teaching

Tools For The Development of Emotional Intelligence: Cognitive Native Language Teaching

The effectiveness of the project method for the training of philology teachers

The evolution of technologies and the current dynamic development of the education system require the search for effective learning tools that will contribute to the acquisition of knowledge using technologies and the ability to use them for future teaching. The aim of the research is to study the impact of using project method for training future philology teachers. The study involved 398 third-year students. Students studied Ukrainian (native) language (n = 132), English (n = 129) and French (n = 137). A total of 15 teachers with a PhD degree and at least 7 years of teaching experience participated in the study to develop project topics used during training. The teachers developed 10 topics for projects that students who study their native (Ukrainian) and foreign languages (English and French) performed during the academic year. A questionnaire survey was used to determine the effectiveness of the project method. Eight hypotheses were put forward regarding the effectiveness of the project method for language learning and the acquisition of skills for further teaching. The obtained results confirm the advanced hypotheses, thereby proving the effectiveness of the use of project method for teaching students — future (foreign and native) language teachers. Prospects for further research may be comparing the use of project method with other pedagogical practices, determining the influence of different contents of the curriculum using project method for students studying different academic subjects.

한국인 학습자의 중국어 방위사 오류 분석 연구

The purpose of this study is to contribute to effective Chinese teaching and learning methods for both teachers and learners by systematically presenting the basis for judging errors and the error correction principle based on the teacher’s pattern of judging errors with regards to error sentences of localizer for Korean learners of Chinese language. The concrete methods of this study are as follows. First of all, recent researches on syntax and preceding researches related to localizer are examined in the study on Chinese error analysis in Korea. Secondly, various sentences are collected and classified according to the error type, which are submitted by Korean learners while actually correcting same error sentences. Next, the patterns of judging errors regarding various learners’ sentences are examined by native language teachers and foreign teachers. Finally, the basis for judging errors is presented based on examples in which the teachers’ error judgments are in disagreement, and furthermore, the educational measures are proposed.

Implementation of the updated Federal State Educational Standards: The native (Tatar) language teaching

The article discusses issues related to the organization of the educational process in the native (Tatar) language in the context of the introduction of the updated Federal State Educational Standards of General Education. A review of methodological literature and federal curriculum plans on academic subjects “Native (Tatar) Language”, “State (Tatar) Language of the Republic of Tatarstan” allowed us to come to the conclusion that in order to achieve personal, meta-subject and subject learning results, modern native language teachers should have certain general pedagogical and methodological skills, be competent in their subject area, as well as in the field of modern pedagogical technologies. In general, the main activity of the Tatar language teacher is to organize collective speech communication and update knowledge based on the creation of a positive psychological climate in the classroom; to assist students in achieving learning outcomes; to use interactive techniques and activity-based types of work; to positively evaluate students’ activities; to stimulate interest in learning their native language; to improve the quality of scheduled and extracurricular work on the subject. It is also important to note that currently the study of the native languages of the peoples of the Russian Federation is one of the priorities in the system of general education, which emphasizes the relevance and significance of this study.

Analysis of the situation and impact of german national minority language teaching in Gödöllő

The study analyses the situation of the German minority in Gödöllő and the possibilities of language education, the added value of teaching in the national minority language for children, the impact of national minority language education on attitudes towards language learning and further education, the feeling of belonging to the national minority, and the sense of national community. The impact of the socialisation environment at home, culture and family, language use, will also be analysed. Drawing on the literature, we will review the historical and legislative background, the language use of Germans in Hungary, and the guidelines for national minority schooling. The study is based on a presentation of the German national minority language teaching at the Petőfi Sándor Primary School in Gödöllő. Based on this, an online questionnaire survey was carried out, in which 105 pupils (36 national minority language speakers and 69 non-national minority language speakers) were interviewed, focusing on the links between language socialisation and mother tongue education. The results from the questionnaires were processed using SPSS and Microsoft Excel.

Роль проектной деятельности в профессиональном становлении филолога – будущего учителя родного языка и литературы (на примере Мордовского государственного педагогического университета имени М. Е. Евсевьева)

The aim of the study is to substantiate the need to organize project activities in the process of professional training of philology students – future native language and literature teachers. The paper considers the proven types and forms of project activities that play an important role in the formation of a teacher who meets the modern requirements of education standards. In addition, the study describes project work in students’ academic and extra academic activities, shows its importance in personality formation, professional self-determination. The study presents the best projects of philology students completed over the past three years. The scientific novelty of the study lies in determining the role of project technology in the educational space of higher education in order to increase competitiveness and mobility among future teachers. As a result of the study, the place of project work in students’ academic and extra academic activities, in the professional development of a future teacher, in the transition to independent teaching was identified.

Provisions for Deprived Groups (SEDGs) in NEP 2020

Major policy initiatives related to formal education in India includes National Policy on Education 1986, which was modified in 1992 and New Education Policy (NEP) 2020. All of these policies stressed on importance of education in mother tongue and need for preparing teaching/learning materials in local languages. Various 5 year plans also recognized need for empowerment of socio economically underprivileged groups through educational development. 11th 5-year plan (2007 2012) included one prime goal that up to 2007 every child should attain school. While this period, ‘The Right of Children to Free and Compulsory Education Act 2009’ laid down legal underpinnings for achieving universal elementary education. NEP 2020 also laid stress for education in native language, vocational education, compulsory school education and holistic multidisciplinary education. The global education development agenda reflected in the Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development, adopted by India in 2015 seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030.

A Visual Semiotic Analysis of Schoolbooks in the Tuvan Language

Abstract The Tuvan language is a South Siberian Turkic language spoken by the Tuvan people who live in the Republic of Tyva, an autonomous republic in the South Siberian region of Russia. The Republic of Tyva is a bilingual region where both Russian and Tuvan are spoken. However, Russian is the dominant language, and therefore Tuvan has fallen to the status of a second language for the Tuvan people. In such an environment, the teaching of Tuvan as a native language is of great importance. In this article, two primary schoolbooks used in the teaching of Tuvan have been considered from the aspect of visual semiotics. Through this article, I aim to show the effects of visual semiotics on native language education.

Teacher-student relationship as a lens to explore Teacher identity in an intercultural context

The present study explores international teachers' identity in an intercultural context as manifested through their interpersonal behaviors. In this study with fourteen native speaker Chinese language teachers and one hundred and ninety-two students, survey and interview methods were used as primary sources of data, and classroom observations were stimuli for interviews. The findings reveal that overseas teaching experiences strengthen teachers' professional identity, although they also bring teachers tensions. The study demonstrates that the teacher-student relationship is a useful lens to explore and interpret teacher identity in an intercultural context. The findings not only highlight how pre-existing beliefs and working context influence teachers’ identity development but also illuminate the distinctions of identity among teachers with different interpersonal profiles.

A critical discourse analysis of social and structural inequalities that exist between NET and NNETs in South Korea's English Hiring Market

English has become a crucial aspect of South Koreans' lives, and there exists a transnational linguistic market where English is a highly prized commodity. Private and public academic institutions, as well as national English programs, make significant financial investments to find Native-speaking English Teachers (NETs) to work in South Korea. Previous studies have revealed employment decisions for EFL teachers in Asia are frequently influenced by a candidate's “nativeness” as opposed to their professional accomplishments, such as their teaching experience and academic credentials. The NETNNET dichotomy in the EFL area is very problematic as it fosters discriminatory practices, yet little is known is known how these tensions play out in the South Korean context. By employing Norman Fairclough’s three-dimensional CDA framework, this paper seeks to critically examine the discourses surrounding the native and non-native English language teachers are constructed in the Korean English market. This paper identifies how relations of inequalities, power, and domination are reproduced or produced in discourse. Data include analysis of the texts in hiring advertisements for English language teachers in South Korea. Through CDA, I sought to reveal and confront dominant ideologies and discourses reflected in the texts. This paper concludes with suggestions on how to challenge the inequitable practices and policies widely present in the South Korean English market.

Official policies of English language education in Iran: ‘policy as discourse’ in national documents

ABSTRACT Considering the uncontested global status of English today, overt and covert policies of English language teaching (ELT) have shaped a significant area of broader national language (education) policies. In this study we investigated nine major national policy documents to portray the overall official ELT policies in Iran. The documents were explored through qualitative content analysis in search of manifest statements and conceptual categories that provided educational policy directions. Adopting a view of policy as discourse, we coded statements directly related to ELT and those related to language education, as well as generic statements about all subject areas, which were interpreted to include the teaching and learning of English. The discursive climate of the overall official Iranian ELT policy appeared to be mainly shaped by policy directions focusing on Islamic values, Iranian Revolutionism, and character and morality, along with some language-teaching specifics. The findings may indicate that beyond issues of policy incompleteness, the Iranian official ELT policy may be suffering from policy indeterminacy. We argue that in contexts like Iran, more coherent ELT policies may be needed to account for both the ideological nature of English and its practical applicability in the world today.

Transfer of genre knowledge among three languages: Insights from English-medium postgraduate programs in Kazakhstan

Kazakhstani universities are increasingly offering courses taught in three languages (Kazakh, Russian, and English) as part of a national language education policy. Within this context, transfer among languages may appear as both a sign of competence and a pathway to developing competence. The purpose of this paper is to address three questions: 1) to what extent and in which direction(s) do Kazakhstani postgraduate students report transfer genre knowledge among three languages? 2) What is the relationship between perceived transfer of genre knowledge, overall genre knowledge, and proficiency in the three languages? Survey data of students (n = 283) and focus group interviews with faculty, students, and administrators (n = 107) in six universities revealed transfer of knowledge is multidirectional, but students are more likely to transfer knowledge from their mother tongue (Russian or Kazakh) to English. Higher overall language proficiency is linked to transfer of genre knowledge among languages. At the same time, students and faculty described awareness of the extent to which practices do not transfer among languages.

THE CHARACTER OF A STRANGE-EDUCATED TEACHER IN JALIL MAMMADGULUZADA'S DRAMATURGY

In this article, the path of the character of the teacher is reviewed in different stages and directions in the context of Azerbaijani literature, and the new content gained by the character in the works related to critical realist dramaturgy is examined. For the analysis, as the most obvious example, the tragicomedies "The Dead" and "Danabash Village School" from the dramaturgy of J. Mammadguluzade were taken. Presentation of the teacher's name in various modifications ("molla", "master", "sheikh", "master", "murshid", "khoja", "logman", etc.) and after being informed about their function, the images of teacher Mirza Huseyn and teacher Hasanov as inappropriate teachers of the new stage are studied and evaluated as representatives of the global problem of the time - foreign education and the regrettable situation caused by it. The issue of native language factor and teaching and learning according to the requirements of the time is justified as an important idea put forward and defended by the author. Two main problems are solved in the presentation of the image of the teacher with different modifications: First, the literary language of Azerbaijan is exposed to foreign influences from time to time, the consequences of not having education in the mother tongue, and secondly, the importance of the teacher, who changes the society by educating, to move away from the traditional-scholastic methods. The education system criticized by Jalil Mammadguluzade alienates the new generation, and the memorization of meaningless texts they do not understand prevents the development of their analytical thinking.