Native Teachers Research Articles

Shifting perspectives on native speaker teachers (And new roles for collaboratori linguistici

In this paper I examine the profile of the collaboratori ed esperti linguistici (formerly lettori ) in the light of a thirty year old and ongoing debate contrasting the role of native English speaking teachers (NESTs) with that of non-native colleagues (NNESTs), and against a background of rapid change in English language requirements in Italian and European universities. The picture which emerges from the PRIN survey of 75 CEL is of a professional category which is largely a product of the ‘communicative revolution’ in language teaching, and which is less wedded to native speaker norms than its NNEST colleagues. I conclude that the traditional distinction between native and non-native teacher is increasingly problematic, and potentially misleading, while there are many possible future roles for collaboratori linguistici which transcend the basic requirement of ‘nativespeakerism’.

ELF awareness in ELT: Emerging challenges & new paradigms in teacher education

This contribution aims at presenting the underlying construct and the research design of a study carried out by the Roma Tre University unit of a 3-year national research project (PRIN), as well as the findings about English language (EL) teachers’ attitudes towards English as a Lingua Franca (ELF) as they emerge from the study and from the in-service teacher education course designed and implemented during the project. The study investigated native and non-native teachers’ understandings, beliefs and attitudes towards ELF and the challenges brought about by the notion of ELF awareness in English Language Teaching (ELT). This investigation was carried out through the online administration of two questionnaires, one for Italian non-native teachers of English teaching in the Italian school system, and one for native English language assistants working at university level. The survey findings informed the design of a post-graduate blended EL teacher education course, with a special focus on developing English language teachers’ awareness of the emerging realities of English, while providing an ELF-aware reflective approach to revisit the EL teachers’ syllabus design, lesson planning and implementation. Course participants’ feedback is presented and pedagogical implications for EL teacher education are illustrated and discussed.

Challenging the interlanguage hypothesis: The convergence of EFL and ELF in the English classroom

This paper follows from the PRIN Conference (PRIN 2015 Prot. 2015REZ4EZ) on ELF that was held in Lecce, Italy, at the University of Salento, on December 4-6, 2019. Here, the PRIN Unit of the Roma Tre University presented the findings of their three-year study in a panel session entitled: English as a Lingua Franca: challenges and new paradigms for native and non-native teachers, insights from the language classrooms and implications for teacher education. One of the main aims of this article is to show how possible it is to find a convergence between English as a foreign language (EFL) and English as a lingua franca (ELF) in second language education, by means of the learner’s performance. This assumption is based on the author’s critical analysis of the interlanguage hypothesis in English language teaching (ELT), seen through the lens of ELF theory. One of the fundamental tenets of this study is that today’s plurilithic dimension of English as a global language entails a reconceptualization of the second-language learner’s ‘errors’, which challenges the prescriptive role of standard English. Given the dynamics of English as a contact language, it is assumed that a more effective pedagogical approach should take into consideration the sociocognitive processes connected to language variability and the learner’s linguacultural identity

Higher Education for California Native Nation Building: A Retrospective on College Experience and Completion

ABSTRACT The purpose of this study was to empirically investigate the symbiotic relationship between Native nation-building and higher education in California (CA)—an understudied topic in Indian education. The aim was two-fold: 1) understand how, and whether, educational achievement and nation-building are tied together, and 2) extend current literature on in-college experience by elevating the perspectives of CA Indian students. Working with a select sample of CA Indians (n = 5), all who graduated from the same public university in the state and are actively involved in their tribes, this exploratory retrospective study examined aspects of college student experience, motivations to complete, and the role of tribal communities in graduation. Participants reflect on the relevancy of education, feeling (under)valued on campus, classroom invalidation and hostility, campus involvement, giving back, and the role of their tribes in pursuing and completing college. These findings extend current research on American Indian college students, while concurrently centering the voices of and building on existing scholarship to include CA Indian college graduates.

A PERSONALIZED APPROACH TO THE STUDY OF THE PROBLEM OF EDUCATIONAL AND PEDAGOGICAL FORECASTING IN UKRAINE IN THE EARLY TWENTIETH CENTURY

The article is devoted to the study of a personalized approach to the problem of educational and pedagogical forecasting in Ukraine in the early twentieth century. The author emphasizes that a personalized approach to the study of the problem of educational and pedagogical forecasting in the early twentieth century is the main prerequisite for the development of forecasting pedagogical thought, which must be specified. I.Ya. Franco saw the direction of educational influence in the mastery of scientific knowledge, the harmonious improvement of the body in the process of physical labor. S.F. Rusova, as the coryphaeus of preschool pedagogy, laid the foundation for the content of the educational process through the introduction of the native language, national holidays, and Christian values of the Ukrainian people. G.G. Vashchenko took the Christian ideal as the basis for predicting pedagogical phenomena and processes. P.P. Blonsky defended the independent nature of pedagogical science. І.І. Ogienko stressed the importance of native education, the formation of Christian virtue, justice, and diligence. B.D. Grinchenko defended the inseparable connection of education with the life and culture of other peoples. L. Ukrainka had the same opinion. The teacher insisted on the importance of considering the role of the teacher in the public school, sharply raised the issue of the struggle for social and national liberation of the Ukrainian people. T.G. Lubnets is considered the luminary of the theory of pedagogy. H.D. Alchevskaya entered the history of pedagogy in Ukraine as a prominent figure in the field of adult education, organizer of Sunday schools. І.М. Steshenko advocated the nationalization of secondary and higher education. Minister P.M. Ignatiev defined the organizational and pedagogical principles of educational and pedagogical forecasting through the reform of the education system.

PREVENTIVE EFFORTS AGAINST KONJO LANGUAGE EXTINCTION THROUGH MULTILINGUAL LEARNING

The objectives of this study are: 1) to explore strategies for teaching Indonesian and English to integrate local languages, 2) to identify the factors that support the revitalization of local languages in multilingual learning, 3) to determine the perceptions of teachers and students towards the use of local languages in language learning.The results showed that Indonesian language learning at SMP Satap Kajang was carried out in accordance with the applicable curriculum, namely the K-13 curriculum. Meanwhile, learning English has been taught to students since grade I. Local languages have never been taught to students because there is no direction or order from the Bulukumba district education office about what local languages to teach, who teaches them, and how to learn local languages.The observation also found that SMP 1 Satap Kajang had the opportunity to carry out learning the Konjo language. This is supported by the existence of several native teachers who master the Konjo language (one science teacher, social studies, Indonesian, mathematics, religious education, and one English teacher) the teacher also welcomes if multilingual integrated learning is carried out besides the majority of junior high school students. is a native of Kajang who in fact speaks Konjo in general, although most 92% of students know Konjo language. This potential needs to be utilized for learning local languages, especially Konjo language, as an introduction to regional languages and prevent extinction.

Reconceiving Schooling: Centering Indigenous Experimentation in Indian Education History

Federal agents, church officials, and education reformers have long used schooling as a weapon to eliminate Indigenous people; at the same time, Indigenous individuals and communities have long repurposed schooling to protect tribal sovereignty, reconstitute their communities, and shape Indigenous futures. Joining scholarship that speaks to Indigenous perspectives on schooling, this paper offers seven touchpoints from Native nations since the 1830s in which Indigenous educators repurposed “schooling” as a technology to advance Indigenous interests. Together, these stories illustrate the broad diversity of Native educators’ multifaceted engagements with schooling and challenge settler colonialism's exclusive claim on schools. Though the outcomes of their efforts varied, these experiments with schooling represent Indigenous educators’ underappreciated innovations in the history of education in the United States.

Rethinking the Roles of English Lecturers in the Digital Era

<p>Along the era of rapid technology advancement on the performance of <em>Artificial I</em></p><p>Along with the era of rapid technology advancement on the performance of <em>Artificial Intelligence</em> (henceforth AI), there have been intense discussions and debates among educationists about the future of human teachers and AI teachers. When information can be accessed easily amidst the rapid development of online learning, it is intriguing to listen to students’ perspectives on the roles they expect from their teachers, especially in learning English subjects, when abundant resources are available and accessible online within their fingertips in social media platforms and online learning websites. In short, to identify what cannot be fulfilled online. To serve that purpose, 160 students from a private university in Indonesia were recruited as research participants. They are from 16 different study programs recruited as participants through a purposive sampling method to see if findings are bound to study program types. Data were collected through an online questionnaire and an interview. The results indicated that the students perceive their teachers as someone to guide their learning by providing good online resources and immediate feedback rather than expecting their teachers to be a content expert or to have a linguistic performance like native teachers.</p>

Review: Teaching Empire: Native Americans, Filipinos, and US Imperial Education, 1879–1918, by Elisabeth M. Eittreim

Review: Teaching Empire: Native Americans, Filipinos, and US Imperial Education, 1879–1918, by Elisabeth M. Eittreim

A Study on Students’ Satisfaction with University English Programs

본 연구에서는 대학 교양 영어 프로그램에서 한국인 영어 교수자와 원어민 영어 교수자가 가르치는 수업에 따라 학습자의 수업 만족도에 차이가 있는지를 알아보고, 수업의 만족도에 영향을 미치는 가장 큰 요인이 무엇인지 살펴보고자 한다. 본 연구는 경상남도에 위치한 4년제 C대학교에서 2019학년도 2학기 <영어회화>를 수강한 학생 831명을 대상으로 2019학년도 2학기가 끝나는 시점에 설문조사 형식으로 진행되었다. 설문지는 총 8개의 문항으로 구성되어 있으며, 수업내용, 교수법, 전문성 및 열정, 성실성, 과제분량, 피드백, 평가기준 및 방법제시의 명확성, 그리고 마지막으로 전체 만족도 요인을 측정하였다. 학습자들은 한국인 교수자와 원어민 교수자의 영어 수업에 대체로 만족하였으며, 두 집단 간의 차이가 통계적으로 유의미하지는 않았다. 또한 원어민 영어 교수자의 수업과 한국인 영어 교수자의 수업 모두에서 교수자의 수업방법, 과제분량, 피드백, 평가기준 및 방법제시 항목이 전체 만족도 결과에 영향을 미치는 요인이었다. 하지만 한국인 교수자의 영어 수업에는 교수자와의 원활한 상호작용 정도를 보여주는 피드백 요인이, 원어민 교수자의 영어 수업에서는 교수자의 수업 방법이 얼마나 효과적이었는지에 관한 요인이 전체 만족도에 가장 큰 영향력을 행사하였다. 이러한 결과는 한국인 영어 교수자와 원어민 교수자의 영어 수업에서 학습자들은 교수자와의 활발한 의사소통과 상호작용을 중요시한다고 볼 수 있다.This study aims to investigate whether there is a difference in students’ satisfaction with university English programs taught by native English teachers and Korean English teachers and to ascertain what is the biggest variable affecting students’ satisfaction. This study presents the result of the survey conducted at the end of the fall semester 2019 at C University, which is located in Gyeongsangnam-do. A total of 831 students who opted for “English Communication” at the fall semester of 2019 participated in this study. The questionnaire consisted of eight questions, which included “content,” “teaching method,” “competence,” “attitude,” “amount of homework,” “feedback,” “clarity in assessment,” and “overall satisfaction.” The students were generally satisfied with the English courses of both the Korean and native English teachers, however the difference between the two groups was not statistically significant. Additionally, in the classes of both the native and Korean English teachers, “teaching method,” “amount of homework,” “feedback,” and “clarity in assessment” are statistically significant variables that affect the “overall satisfaction.” The most important variable of the students’ satisfaction with the English courses of Korean English teachers is “feedback,” which indicated how smooth the interaction with the teachers was. However, with the English classes of Native English teachers, the effectiveness of the “teaching method” was the most vital variable. These results suggest that the students emphasize active communication and interaction with teachers in the English classes of Korean and native teachers.

Racism and Sexism in Superhero Movies: Critical Race Media Literacy in the Korean High School Classroom

Past research on critical race media literacy (CRML) in multicultural education has primarily focused on identifying ways of fostering critical awareness of racism in the U.S. educational context. This study aims to present a situated account of a CRML pedagogy in the Korean high school classroom where students critique the racial and gender discrimination perpetuated in films. Using qualitative research data, such as teacher interviews and student presentation videos, the current study depicts ways in which Korean female high school students raise critical awareness of racism and sexism with the help of an English-speaking native teacher.

Navigating the complex landscape of cross-epistemic climates: migrant Chinese language teachers’ belief changes about knowledge and learning

ABSTRACT This study investigated the impact that the experience of living and teaching in the United Kingdom (UK) had on the belief development of three native Chinese language teachers. The study used a multifaceted approach to analyse the teachers as social beings and their belief development beyond the confines of the classroom. The analysis is based on data derived from an innovative methodological tool, a metaphorical drawing task, combined with narrative inquiry and interviews to elicit implicit beliefs. The findings show that the teachers’ various social roles as parents, members of clubs, participants in professional communities and observers of the broader social-political system in the UK, as well as the classroom environment, all contributed to changes in their beliefs about the nature of knowledge and learning. Implications for classroom practice and teacher development are discussed.

Transatlantic Knowledge: Race Relations, Social Science and Native Education in Early Twentieth-Century South Africa

ABSTRACT In this paper I trace knowledge flows between South Africa and the United States in the early twentieth century. I analyse these flows as parts within a broader white supremacist political project and technology of power. Focusing on the early Union period from the 1910s to the 1930s, I explore links, networks and exchanges within and across imperial and colonial spaces that spanned the Atlantic. These include institutional, financial, intellectual and personal relationships and networks between philanthropic institutions, race relations ‘experts’ and social scientists. In particular, I focus on the South African Institute of Race Relations’ role in importing education models from the American South and shaping narratives around ‘native education’ in South Africa. In this case, positivist science functioned to instil and root a racial order. I argue that attending to the circulation and entanglement of ideas between these global spheres offers new insight into the genealogy of anthropological and social scientific knowledge during the historical conjuncture of the Union period.

Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China

This study examined if professional development needs of digital natives and immigrant teachers differed for technology integration in a Chinese education setting. Quantitative and qualitative data was collected from 500 teachers at six schools in China. The digital native teachers and immigrant teachers were compared in terms of their different technology use behaviors and integration skills. The findings indicated that even though the digital native teachers had greater comfort with basic technology than the digital immigrant teachers, they still required training for effective integration of technology in their teaching. The digital immigrant teachers needed more basic technology operations training connections between technologies and teaching. Future technology professional developments in developing countries should: 1) consider the different needs of digital native teachers and digital immigrant teachers; 2) prepare them to make meaningful connections between technologies and their teachings; and 3) adopt individual coaching with on-site designated specialists.

Dataset of ex-pat teachers in Southeast Asia's intention to leave due to the COVID-19 pandemic.

The COVID-19 pandemic exerted an adverse influence on the global education system, especially since starting school lockdown. The growth of teacher unemployment figures climbed double-digit and spawned these unexpected sequels. For instance, while native teachers seemed indisposed to leave the profession with the aim of seeking another more profited and seasonal jobs, many ex-pat teachers presented themselves with moving or stayed dilemma in the way the government salvaged their situation. In preference with the ex-pat teacher's case, we elucidated further throughout an e-survey in the International Baccalaureate community on Facebook from 4 to 11 April 2020 for 18,000 ex-pat teachers, who are teaching at Southeast Asia. This dataset includes 307 responses of ex-pat teachers who are staying in Singapore, Thailand, Vietnam, the Philippines, and Indonesia during the pandemic. The dataset comprises (i) Survey partakers' Demographics; (ii) Ex-pat teachers' perceptions in the relation of national, regional and school plans were afoot to the pandemic; (iii) The degree of attachment of ex-pat teacher to their current society, the ex-pat community, friends, and families during the pandemic time; (iv) Ex-pat teachers' embryo intention to reconsider their current teaching location.

READING DISORDERS AND DYSLEXIA IN THE PROCESS OF READING SKILLS ACQUISITION

The paper describes research on the situation in the primary education classrooms of Latvian educational institutions regarding the detection and correction of reading disorders and dyslexia in the framework of the Erasmus + K2 project "Dyslexia Assessment Protocol (DAP)" (2019-1-LV01-KA201-060355). The results of research showed that the behaviour of primary school teachers in situations, when reading disorders are identified, varies, but most of the correction work and support in educational institutions is provided by the speech therapist. It is important to carry out the professional development of primary school teachers by providing an understanding of the terms "reading disorders" and "dyslexia", knowledge of further actions in reading disorders and dyslexia cases, support opportunities for pupils and parents, as well as collaboration with a speech therapist. Teachers recognize the need for a common methodological material for native language teachers for work with children with reading disorders or dyslexia in order to ensure that teachers, regardless of professional experience or knowledge, work as homogeneous as possible. It would also serve as a good argument for talking to pupils' parents.

A PILOT MODEL FOR JAPANESE ONLINE TEACHING WITH JAPANESE TEACHERS – PROBLEMS AND SOLUTIONS

This study analyzed the model of teaching and learning Japanese conversations online through the pilot program of the second-year students of VNU University of Foreign Languages and International Studies, with the purpose of clarifying the program’s usefulness as well as issues to be improved. The informants included 6 students and a Japanese teacher via “zoomchat”. The whole pilot program lasted 4 months with one session per week. Both the teacher and students demonstrated positive feedback about the program. 100% students expressed that online learning with the native teacher help them ‘Japanese proficiency and soft skills’, ‘conversational skills’, ‘Japanese pronunciation’, ‘understanding of Japanese culture’, amongst others. The teacher also talked of various benefits of online teaching in terms of ‘cost, venue and time’, and the possibility to connect learners from different countries around the world. Also, this online mode of teaching/learning bring the learners ‘closer to Japan’.

Perceptions of Team-Teaching Between Native and Nonnative English Teachers in Korean Secondary Schools

Perceptions of Team-Teaching Between Native and Nonnative English Teachers in Korean Secondary Schools

«ПОРАДНИКИ» В РЕАЛІЗАЦІЇ СИСТЕМИ СОЦІАЛЬНОГО ВИХОВАННЯ 20-Х РР. ХХ СТ. В УКРАЇНІ

У статті вперше розкрито зміст, роль, місце і значення «Порадників по соціальному вихованню дітей» у реалізації системи соціального виховання в 20-30-х рр. ХХ ст. в Україні. Доведено, що це були друковані видання (1921-1928 рр.), у яких розкривалися питання функціювання освітньої галузі, подавався зміст освіти, конкретні зміни до нього. У «Порадниках» викладалася як законодавча база реалізації концепції соціального виховання, так і науково-методичні рекомендації з педагогічного забезпечення навчально-виховного процесу в усіх освітніх установах соцвиху. Дослідження засвідчило, що «Порадники» сприяли як реформуванню шкільної освіти, введенню в практику роботи нових принципів, форм, методів і засобів роботи, так і віддзеркалювали суспільно-політичні, ідеологічні події, факти, процеси в Україні, що безпосередньо впливали на якість освітніх реформ, наданню вітчизняній освіті особливостей у формуванні самобутності, підходів до власної національної самовизначеності.&#x0D; Отже, «Порадники» в педагогіці початку ХХ ст. – це нормативно-правові та науково-методичні друковані видання (посібники), в яких розміщувалися вказівки, рекомендації, настанови, інструкції, пропозиції, накази, розпорядження, методичні листи органів управління народною освітою з питань реалізації завдань соціального виховання в дитячих навчальних закладах різного рівня і типу.&#x0D; Порадники мали свої витоки, були різними за часом видання, змістом, адресатом.

Elisabeth M. Eittreim. Teaching Empire: Native Americans, Filipinos, and US Imperial Education, 1879–1918. Lawrence: University Press of Kansas, 2019. 328 pp.

Elisabeth M. Eittreim. Teaching Empire: Native Americans, Filipinos, and US Imperial Education, 1879–1918. Lawrence: University Press of Kansas, 2019. 328 pp.