Non-native English Teachers Research Articles

Language teachers’ awareness of their accents at a Thai university

Abstract The need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English language teachers at a university in Thailand are aware of and view their accents when speaking English and how such awareness is reflected in their language pedagogy for Global English Language Teaching (GELT). Findings from the in-depth semi-structured individual interviews reveal that participants are aware of their accents and have a favorable disposition toward their own accent, linking it to their heightened sense of linguistic ownership based on their nationality and race. In their pedagogical practices, such awareness enables the participants to innovate their language teaching, giving an important implication in integrating GE awareness and informed practices into ELT. The findings also demonstrate how important teachers’ accents are in encouraging and incorporating GE-informed practices into ELT.

COMMUNICATIVE COMPETENCE OF FILIPINO ENGLISH LANGUAGE TEACHERS: BASIS FOR A DEVELOPMENT PROGRAM

Ongoing professional development and implementation of supportive educational policies are important to address the linguistic challenges faced by non-native English language teachers (NNETs). These would enhance educational outcomes for students and improve the quality of basic education. This mixed-method exploration of the communicative competence of NNETs in Arakan, North Cotabato, Philippines, used descriptive-evaluative design, correlation, and In-Depth Interviews (IDIs). The findings showed that predominantly young female NNETs with diverse educational backgrounds had significant deficiencies in phonology and notable inadequacies in syntax, morphology, lexicon, and orthography despite their diligence in lesson preparation. Significant correlations were found between the subjects taught and lexicon proficiency, as well as the number and types of subjects handled and morphology competence. However, no significant correlations existed between their competence and educational attainment, job description, or seminar attendance. Additionally, significant differences were observed in orthographic proficiency by age and syntactic proficiency by gender, while civil status did not significantly impact competence levels. These findings underscore the urgent need for targeted professional development for NNETs. Specialized training or advanced English courses are essential to address linguistic shortcomings. With improved grammatical and linguistic skills, NNETs can enhance their pedagogical effectiveness and ensure the delivery of quality basic education.

Exploring the effect of students’ language learning strategies on Chinese students' perceptions of native and non-native English speaker teachers

The status of English as the most prominent global lingua franca has increased the need for effective English teachers worldwide. Particularly in China, there is a growing demand for English teachers, with a significant preference for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). This trend, often interpreted as an implicit or explicit endorsement of native-speakerism, has significant effects on Chinese students, and harms the teaching effectiveness and well-being of Chinese English teachers. While previous research has explored the roles of students' demographic characteristics on their views, few studies have delved into complex factors such as language learning strategies and educators' well-being. To address this research gap, this study investigates 470 English-major Chinese students' views on NESTs and NNESTs in relation to the well-being of the NESTs and NNESTs. The findings reveal that students view NESTs and NNESTs as possessing different strengths and weaknesses, which have various impacts on the teachers' well-being. Further, the students’ language learning strategies were positively correlated with their views of both NESTs and NNESTs. These discoveries have the potential to heighten student awareness about native-speakerism and develop potential methods for educators to augment their teaching effectiveness, so that teacher well-being is given adequate attention.

TEACHERS’ PERCEPTION ON THE IMPACT OF ENGLISH ON INDONESIAN LANGUAGE AND CULTURE

This article discusses a study on English teacher perceptions of English as a global language in Indonesia. The goals of this research are to determine whether non-native English teachers in Indonesia recognize the rising role of English in the global world, particularly in Indonesian schools, and to learn how those teachers assess the effects of English on Indonesian language and culture. Five English teachers from various secondary schools took part in this study. Data were collected through an open questionnaire. As a result, all of the participants' comments were consistent, stating that English was indisputably crucial in today's competitive world. They tend to have highly positive perceptions of English as a way of connecting with the international community and supporting Indonesian communicative functions. There is also an amazing unanimity that English can coexist beneficially in this country, even though many people argue that the language has a harmful impact on Indonesian

Analyzing Factors Influencing Students' and Teachers’ Pronunciation in Speaking English

This research aims to examine the factors that influence students' and teachers' creativity in speaking English. However, both non-native English students and teachers often face difficulties in this aspect. This research uses qualitative methods to identify factors that influence pronunciation in English for students and teachers. Data was collected through observation, interviews, and analysis. The findings of this research reveal that the influencing factors are the mother tongue, level of phonological awareness, practice habits, social interaction, and effective teaching methods. The influence of the mother tongue has proven to be an important factor in student and teacher pronunciation. Students whose native language has different sounds from English tend to have difficulty pronouncing these sounds accurately. The same applies to teachers with different mother tongues. The level of phonological awareness, which refers to the ability to distinguish and produce sounds in a language, also plays an important role in achieving good pronunciation. Students and teachers who actively engage in social interactions with native English speakers have a greater opportunity to improve their pronunciation skills. Lastly, effective teaching methods are important to improve student and teacher pronunciation.

Do my accents matter? Examining the relationship between English language teachers’ linguistic profiling and career development

PurposeThis paper examines the relationship between linguistic profiling and English language teachers’ career development.Design/methodology/approachThis paper collected data from 20 participants using a qualitative approach. Semi-structured interview guides were used to collect qualitative data on this topic.FindingsAfter collecting and analyzing the data, the results showed that linguistic profiling results in demotivation and low self-esteem and can spur career development among non-native English teachers.Originality/valueThis paper advances scientific knowledge by providing empirical evidence showing that while linguistic profiling has some negative influences, it can spur career development among non-native English teachers.

Discriminatory Practices Against Non-Native English Speaker Teachers in Colombia’s Language Centers: A Multimodal Study

This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, language centers’ websites, social media, and recruitment materials. Data were analyzed using content and multimodal discourse analysis. Findings unveiled that, in general, these language centers favor native English speaker teachers and discriminate against non-native English speaker teachers in multiple ways, as the former are privileged in job searches, are asked fewer hiring requirements, have more room for negotiation, earn higher salaries, and enjoy more perks.

Developing Interpreter Trainees’ Speech Comprehensibility: Does Nativeness of the Instructor Matter?

This study examines the effect of native vs. non-native prosody instruction on developing interpreter trainees’ speech comprehensibility in English as a foreign language (EFL) using a pretest-posttest-delayed posttest design. Twenty-three groups of 28 interpreter trainees at a University in Iran (six different branches) took part in the study, all groups receiving the same amount of instruction (9 hours over 3 weeks). Three control groups listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking tasks but received no specific prosody instruction. Twenty experimental groups spent part of the instruction time on theoretical explanation of, and practical exercises with, English prosody by thirteen nonnative instructors, and seven native instructors. Three experts evaluated the comprehensibility of the trainees in elicited speech samples collected during the pretest, immediate posttest and delayed posttest, and subsequently presented in random order. The findings revealed that the experimental groups gained between 1 and 2 points on the 0 to 10 comprehensibility scale, and lost little in the delayed posttest; however, hardly any changes were observed in the control groups. We conclude that native and non-native English instructors’ prosody teaching were equally effective in enhancing EFL students’ speech comprehensibility.

Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers

English has become the most-widely used lingua franca in international communication, creating a demand for effective English teachers around the world. In reality, there is a surging demand for English teachers around the world and in China, with a greater inclination for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs), a phenomenon commonly known as explicit or implicit advocacy of native-speakerism. Research has shown that Chinese students are affected by native-speakerism, harming Chinese English teachers' feelings and instructional practices. Even though research has shown that student characteristics play a role in students' perceptions of their teachers' effectiveness, few have examined more complex variables such as motivation and teacher well-being. To fill the research gap, we investigated 470 Chinese English-major students' perceptions of NESTs and NNESTs in relation to NNESTs' psychological well-being. Results show that students perceived NESTs and NNESTs as having different strengths and weaknesses. Such perceptions had various effects on both groups' well-being. Students' motivation was found positively correlated to their perceptions of NESTs and NNESTs. We discuss these findings for the purpose of raising students' awareness of native-speakerism and identifying possible means for teachers to improve their teaching effectiveness by adopting motivational strategies so that teacher well-being is given sufficient attention.

An Exploratory Study of the Influence of CELTA/TESOL Certification on Non-Native English Teachers’ Practical Teaching Knowledge

An Exploratory Study of the Influence of CELTA/TESOL Certification on Non-Native English Teachers’ Practical Teaching Knowledge

Non-Native English Language Teachers’ L1 Use in L2 Classroom in Turkish Middle School Context: Amount, Purpose and Beliefs

This study aims to investigate purposes and amount of first language (L1) use in second language (L2) classrooms and English language teachers’ beliefs in Turkish middle school context in order to promote L2 acquisition in English as a second / foreign language (ESL/EFL) classes, boost L2 classroom atmosphere and examine whether L1 is supposed to be used or how frequently L1 can be used during L2 classes. The study also compares EFL/ESL teachers’ classroom practices with their perceptions on L1 use and gives teachers opportunity to observe their own classes and raise awareness about using L1 appropriately in EFL/ESL classrooms. In this case study both qualitative and quantitative data collection methods were used. The data collection instruments were an attitude scale, classroom observation reports and interviews. The findings of the study revealed that all 3 teachers used L1 in their EFL classes 28% in average. Students’ grades affect this amount. Among the purposes of L1 use, giving instructions is the most frequently used. Other functions are listed as vocabulary/sentence translation, teaching grammar, checking comprehension, classroom management, drawing attention and giving feedback. This study is supposed to be beneficial for language instructors and curriculum developers on L1 use in L2 classrooms.

Native Speakerism in the Online ELT market

Native speakerism is a language ideology that assumes that the ideals of the English language and English teaching methodology come from American and British cultures. Therefore, their best representatives are native speakers of English from these two cultures. This ideology is deeply rooted in the English language teaching market, where most language school owners advertise vacancies only for native-speaker teachers. They prefer hiring unqualified native speakers of English to qualified and experienced nonnative teachers. Non-native teachers experience discrimination based on their country of origin and first language, which means they have fewer employment opportunities and work for lower hourly rates. Such discriminatory practices based on native speakerism affect non-native teachers both professionally and personally. This study suggests possible ways to restore teachers’ self-confidence and promote their qualifications and skills so that non-native teachers are not marginalized in the future. This study also presents the results of a case study of non-native English teachers from Serbia, how they perceive native speakerism, and the negative effects experienced by these teachers. The results reveal that this ideology harms the professional and private lives of English teachers from Serbia, which is reflected in their poor professional confidence and low self-esteem. Non-native teachers accept low-paid positions and patronizing treatment from employers to keep their jobs and financial security, thus compromising the teaching positions they deserve as qualified teachers.

Building Teacher Personal Identity: An Autobiography of an Indonesian Non-native English Teacher

This research explores the professional identity formation of non-native English-speaking teachers (NNESTs) from a personal viewpoint, an area not extensively covered in existing literature. While there is a wealth of discussion on teacher professional identity, the subjective experiences of NNESTs in shaping their own identities are often overlooked. This autobiographical narrative study addresses this gap by examining my own experiences as an NNEST, integrating reflections from my time as a student and my practice as a teacher. Employing thematic analysis, this research scrutinizes reflection data and artifacts gathered throughout my academic and professional journey. This method allows for a comprehensive examination of how various experiences influence professional identity formation. The findings reveal that an NNEST's professional identity is significantly shaped by the professional context, which includes direct teaching experiences and teacher education, as well as the external political environment, such as government policies and efforts to improve educational quality. The study is particularly relevant in the context of developing countries, like Indonesia, highlighting the intricate relationship between personal experiences, professional settings, and the wider political context in the development of NNEST identities. This research contributes a unique perspective to the field of teacher identity and underscores the distinct challenges and influences that NNESTs encounter in their professional growth.

Teachers’ Perceptions of the DBR-CPD Program as a Change in Pedagogical Practice in the Professional Development of EFL Teachers

Facilitating change in teaching pedagogical practices through designed school-based research projects (DBR) offer teachers the opportunity not only to make change in their teaching sustainable but also to construct a professional perception framework that leads to said change. This paper investigates how the teachers of English as a foreign language (EFL) or second language (ESL) perceive the change process in their pedagogical practices during their involvement in a DBR programme that aimed to develop their teaching to improve their students’ literacy skills. The data was gathered by implementing a mixed-methods study through the use of questionnaires and interviews. The results indicate that there are main factors that govern the process of the change in perception for the EFL/ESL teachers during their professional development program as non-native teachers of English, including contextualisation, diversity and the innovation levels of the pedagogical practices in the non-native English-speaking context.

Native speakerism as a source of agency-related critical incidents: Implications for non-native English teachers’ professional identity construction

Despite the developments on the contributions of native speakerism (NS) for the professionalism of non-native English-speaking teachers (NNESTs), little is known about how NS influences NNESTs' agency and identity construction. The present study draws on an ecological-poststructural lens and explores such a contribution through critical incidents that happened to 15 Iranian NNESTs. Data were collected from a questionnaire, narrative frames, and semi-structured interviews. The analysis of the data revealed three major themes: (1) native speakerism as a source of NNEST marginalization, (2) the role of school policymakers in NS-induced inequality, and (3) native speakerism as a source of pedagogy of doubt. The findings showed that NS not only serves as a discourse that transcends geographical borders to shape NNESTs' agency and identity, but institutional participants also add to the negative effects of NS on NNESTs' professional practice. The study concludes with implications for institutional policymakers and teacher educators to revisit their understanding of NS and the ripple effects that NS bears for NNESTs’ agency and identity construction.

NON-NATIVE ENGLISH TEACHER REQUESTING IDENTITY TO MOTIVATE STUDENTS IN EFL CLASSROOM

Non-native English teacher in the context of teaching is in two languages and two cultures. This condition is the basis for further study which is very useful for research on developing students' pragmatic competence (Achiba, 2018), because there are indications that teachers in the two-cultural context use request with excessive supportive moves utterances and lack of knowledge in using internal modifications (Ahangari & Shoghli, 2011). Data source used to obtain data on requests used by the teacher when teaching in class. Observations were made for all grade levels of senior high school by recording while the teacher was in the teaching process. Participant teacher with non-native English background was involved in the research. The transcriptions obtained from the recording in the teaching learning process were analyzed based on requesting speech theory (Blum Kulka, S., House, J., & Kasper in Olshtain, 1989). Interview was also done to explore why the teacher uses request modifications in giving instructions to her students. The results show that there is a modification of requests with the use of English and Indonesian in the delivery of requests used by the teacher when giving instructions. This modification was also strengthened by the repetition of the words please and ok which were indicated because of the influence of the teacher's first language culture. This culture correlates with the politeness foundation of the teacher's first language culture. These modified models are further strengthened by the teacher's belief that this is to show identity as an English teacher which can motivate students to always participate in teaching in class. In other words, the teacher wants to show himself to be a teacher figure who is not being feared by students. Furthermore, this research can be deepened by conducting an analysis on the types of request strategies or how the process of developing students' pragmatic competence can develop with interactions using these utterances based on the perspectives of teachers and students.

Bridging the pragmatic gap between native and non-native English instructors: A comparative analysis of apology patterns

The communicative movement, which emerged in the early 1970s, has been pivotal in shifting the focus of language study towards the contextual use of language. Within this movement, the field of pragmatics has come to the forefront, illuminating the intricate relationship between language and context. Pragmatics presents a unique challenge in language acquisition. It encompasses two critical dimensions: pragmalinguistic and sociopragmatic knowledge. Pragmalinguistic knowledge involves the ability to employ specific linguistic forms to convey intended meanings within a given context. In contrast, sociopragmatic knowledge delves deeper, demanding an understanding of the temporal and societal norms that govern when and where linguistic forms should be employed. The successful execution of speech acts serves as a vivid illustration of this duality, requiring proficiency in both pragmalinguistic forms and adherence to sociocultural norms within a language community. The present study seeks to address this gap (with the research aim) by investigating the pragmatic competence of non-native English teachers in comparison to their native counterparts. We specifically focus on their speech act productions, aiming to shed light on any discernible differences. Our research findings carry broader conclusions and some implications for language pedagogy as they contribute to our understanding of the complex interplay between language acquisition, contextual factors, and pragmatic competence. This study investigates the pragmatic competence of non-native English teachers, comparing it to that of native English teachers, with a specific focus on their speech act productions. By shedding light on these differences, this research contributes to our understanding of the intricate interplay between language acquisition, context, and pragmatic competence. Ultimately, it underscores the importance of incorporating explicit pragmatics training in teacher development programs, equipping educators with the tools needed to foster comprehensive language proficiency.

Barriers to Teaching English to Non-Native English-Speaking Teachers in Indonesian Secondary Schools: Policy Recommendations

<p style="text-align:justify">In the Indonesian context, English is considered a local subject and there is no mandated curriculum for English in elementary schools. Meanwhile, English has been a compulsory subject taught at the secondary school level. The present study aims to explore barriers to teaching English experienced by non-native English teachers in Indonesian secondary schools and policy recommendations. The study employed a qualitative case study method. Concerning the data collection, the authors garnered the data through semi-structured interviews with six non-native English teachers teaching at private and public secondary schools in Indonesia. The findings of the study reveal that several barriers experienced by non-native English teachers include lack of training in English teaching and learning, academic literacy among non-native English teachers, school facilities, English-relevant materials, student motivation, and English exposure outside of school. Drawing on these results, some policy recommendations to improve English language teaching in the Indonesian context are discussed in this study.</p>

The effect of video podcasts on learning English proverbs by Iranian EFL learners

The question of whether podcasting affects the processes of teaching and learning English language has been extensively studied in recent years. However, there are a limited number of studies on whether video podcasts can affect learning English proverbs. The current study investigated the effectiveness of video podcasts in terms of learning English proverbs in a non-native environment. The participants of this study were 31 undergraduate students majoring in English Language and Literature at Yazd University who had enrolled in a course entitled “Listening and Speaking.” They were randomly divided into two groups namely control group and experimental group. A pre-test was given to both groups before the intervention sessions. The control group was taught based on the traditional approach, and the experimental group was taught based on video podcasting. Following 5 weeks of the intervention, all the students in the two groups were given a post-test. The results of the post-test revealed that the students in the experimental group performed much better in comparison to the students in the control group. Preliminary results of this study can increase nonnative English language teachers’ awareness of using technology in their classes with respect to teaching English proverbs. Also, immigrants who intend to learn English language and culture can benefit from the findings of this research.

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.