Non-native Teachers Research Articles

Non-Native Teachers’ Foreign Language Pronunciation Anxiety

Non-Native Teachers’ Foreign Language Pronunciation Anxiety

Native and Non-native English Teachers’ Classroom Ideologies and its Implementation in ESL Classroom

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.

Native and Nonnative Teacher Candidate Perceptions of Professional Language Development in an MA TESOL Program

Native and Nonnative Teacher Candidate Perceptions of Professional Language Development in an MA TESOL Program

Análisis de las dificultades de los estudiantes angloparlantes con el aprendizaje del español en Jamaica

El presente artículo surge de un trabajo investigativo cuyo objetivo fue describir cuáles son las mayores dificultades que enfrentan los estudiantes angloparlantes jamaicanos en el aprendizaje del español e identificar y analizar qué tipo de errores son más comunes entre estudiantes orientados con docentes nativos y estudiantes con profesores no nativos, así mismo, identificar los errores que tienden a fosilizarse con más facilidad entre estos aprendices angloparlantes jamaicanos. Se puede concluir que los errores cometidos por estudiantes orientados por docentes nativos y no nativos señalan la presencia indiscriminada de errores fosilizados, dada la fuerza de la interferencia de la L1, el inglés, común a ambos grupos de estudiantes.

The Use of OK by Native and Non-Native Teachers in Bilingual Classrooms: Mandarin, English and Code-Switching

This study investigates the relationship between the use of OK (or okay) and language choices by two native-speaking (NS) and two non-native-speaking (NNS) high school teachers in Taiwan. Four sessions were video-recorded and transcribed to examine OK in the teachers' utterances in English, Mandarin and when switching codes. The functional categories for 286 instances of OK in the 24,754-word total are described from the bottom up and assessed for reliability to reduce the subjectivity of category judgments. We found that NS teachers use OK most in their English utterances, whereas NNS teachers do so in their Mandarin utterances. All teachers tend to use it to mark discourse boundaries in various linguistic contexts. OK also has a limited role in code-switches. It mainly appears to mark a discourse boundary or to connect English, as the students' second language, with translation into Mandarin, as their first language.

A critical review on nonnative English teacher identity research: from 2008 to 2017

ABSTRACTThis paper reviews existing studies (n = 22) on nonnative English teacher identity in L2 school contexts from 2008 to 2017. Through a systematic and rigorous process of paper selection and analysis, three major themes were identified, i.e. (1) identity development through social engagement; (2) identity conflicts and struggle at intrapersonal, interpersonal, and contextual levels; and (3) identity crisis with teacher attrition. The paper also offers a critical review on the research methodologies adopted in current nonnative teacher identity research and points out directions for future research. Based on the findings, the paper proposes a tentative framework on NNESTs’ identity trajectory and calls for a transformative and action-oriented approach that can explore effective ways to promote identity development for NNESTs and teachers of different linguistic, subject and sociocultural backgrounds.

‘Write it down and then what?’: Promoting pre-service teachers’ language awareness, metacognitive development and pedagogical skills through reflections on vocabulary acquisition and teaching

This is the second of two articles based on a study of the contribution of vocabulary notebooks to the development of second language vocabulary, language awareness, metacognitive skills and pedagogical skills of non-native English-speaking pre-service teachers. In this article, the impact of reflections on non-native pre-service teachers’ language awareness and knowledge of foreign language pedagogy is explored. The data collection included examination of each participant’s vocabulary notebook reflections, individual questionnaires and in-depth interviews. Findings show that reflective learning is conducive to non-native pre-service teachers’ pedagogical and metacognitive development. Reflections also enhanced participants’ understanding of vocabulary acquisition processes. This investigation adds to the body of research on the use reflective learning for language awareness, vocabulary acquisition and language teacher education.

Children’s Production of Interlanguage in Speaking English As The Foreign Language

Acquiring English as a foreign language and using it as a second language (L2) in early years (children up to six years old) at immersion education happen to some process. In that process, the children tend to use L2 spontaneously and produce interlanguage as stated by Selinker (1977). This study aimed to describe children’s production of interlanguage through the features, startegies used by the children in anticipating the influence of native and target language, and the causes. It was a qualitative research of SLA in English-speaking environment. The research subjects were two non-native teachers and fifteen Kindergarten I Integrity students of Bina Bangsa School Semarang. The data were obtained by recording their daily conversation at school for about three months and having interview with the class teachers. The audio and video recordings were transcribed then analyzed based on SLA frameworks proposed by Brown (1973) and Ellis (1985) and interlanguage frameworks drawn on Selinker (1972), Adjemian (1976) and Faerch & Kasper (1983). The interview result were used to get more opinions regarding the interlanguage phenomenon. The results indicated that the students produced interlanguage systematically, permeably, and dynamically. They used strategies of L2 learning and L2 communication to anticipate the influence of their native and target language. Moreover, the students produced interlanguage for some reasons. It was because of language transfer, overgeneralization, and their development of grammatical morphemes, negation, interrogation, and reflexive pronoun in the process of SLA. Language transfer was the main cause of interlanguage happened among the students.

“I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions.

THE NON-NATIVE TEACHER: INTERVIEW WITH PROF. PÉTER MEDGYES

Péter Medgyes, CBE, is Professor Emeritus of Applied Linguistics and Language Pedagogy. During his career he was a schoolteacher, teacher trainer, vice rector, vice president of IATEFL, deputy state secretary and ambassador of Hungary. He was a plenary speaker in over fifty countries and author of numerous books and papers published both in his home country and abroad. His most recent book is the third edition of The Non-native Teacher (Swan Communication, 2017). His main professional interests lie in teacher education, language policy and humour research.

Nonnative English Teachers' Anxiety in Korea

Nonnative English Teachers' Anxiety in Korea

EFL 학습자와 교사의 문법 지도와 오류 수정에 대한 인식 비교 연구

The current study aims at investigating differences, if any, of EFL learners' and teachers' (native and non-native English teachers) perception of the role of grammar instruction and error correction in L2 learning. For this study 617 college students, 53 non-native teachers, and 41 native teachers were asked to respond to a survey questionnaire. The findings were as follows: 1) some discrepancies were evident between the two teacher groups in perception of grammar instruction, while they shared similar perceptions of error correction; 2) the more proficient in English the students were, the more positive perception of the two constructs they showed; and 3) the Korean teacher group and students showed less negative perceptions of grammar instruction than the native teacher group, whereas differences between the students and the two teacher groups were noticeable. Teaching implications are discussed in view of the necessity of exploring students' and teachers' perception of grammar instruction and error correction.

Cultural awareness through linguicism? Questioning the roles of native English speakers in Bogota, Colombia

ABSTRACTThrough recent educational initiatives that incorporate native English speakers (NESs) in achieving English proficiency, Colombia has seen an increase in NESs working as teachers or teaching assistants. This interpretive study uses qualitative methods to understand how NESs stimulate intercultural exchanges and awareness between Colombians and English-speaking foreigners; it looks specifically at private and public universities (formal spaces), and cafe-bars where language exchanges occur weekly (informal spaces) throughout Bogotá, Colombia. It finds that, essentialized ideas of both Anglophone and Latino cultures, dominant in such spaces, result in the promotion of stereotypes, exotification, and the privileging of NESs from specific countries and phenotypes over others by both NESs and Colombian language learners (CLLs). This study relates linguicism, or linguistic discrimination, as a factor that inhibits the potential for cultural awareness promoted through the use of NESs. The construction of an idealized, white NES delegitimizes non-Western Anglophone contexts, and upholds hegemonic standards of American and British English and cultures taught within English learning spaces. This places non-native English speakers and teachers in subaltern positions. Still, based on participant observations and interviews, it is evident that with intercultural training, NESs can assist in debunking preconceived, normative ideas about the English-speaking world.

Collaborative Teacher-Students Talks on the Identity of Native vs. Nonnative English Teachers

The rise of English as an international language and English globalization has rekindled the debate over native vs.nonnative teachers’ identity in terms of their strengths and weaknesses in foreign language education. To contributeto the debate, this study explored EFL learners’ and teachers’ perceptions of native and nonnative teachers’ identity.Six nonnative teachers and their students (N=40) participated in collaborative talks to construct teacher identity inseparate discussion sessions. The conversations were transcribed to extract the main themes through content analysis.The findings showed that, from the students’ point of view, nonnative teachers enjoy bilingual advantage, have abetter understanding of learners’ culture, and are more capable in establishing rapport with learners. Regardingnative teachers, the students believed that they enjoy linguistic advantage and transfer L2 culture more competentlythan non-native teachers. The teachers had similar opinions about linguistic advantage, advanced/elementary levelinstruction, and art of teaching. However, they did not fully agree with nonnanative teachers’ bilingual advantage.The findings indicated that EFL learners and teachers prefer native and nonnative teachers in different respects andthat nativeness is not the sole determining factor in teacher identity.

The Non-Native Teacher

The Non-Native Teacher

Racial, linguistic and professional discrimination towards teachers of English as a foreign language

English Language Teaching is a globalised industry which attempts to standardise the use of textbooks and teaching materials (Gray 2002), implement universally accepted teaching methodologies (Canagarajah 2002) and promote internationally recognised examinations (Littlejohn 2013). This one-size-fits-all objective not only ignores local contexts and specific learners’ needs, but also promotes the concept of the idealised ‘native’ English language teacher who adheres to teaching tenets and precepts emanating from English-speaking countries. In this paper, we argue that discrimination against Mexican teachers is not so much carried out through paying lower wages but perpetrated through job discrimination, unequal working conditions and fewer opportunities for career advancement. Deference to the idealised teacher increases racial, linguistic and professional tensions and discrimination in countries such as Mexico where local teachers’ knowledge, experience, insights and practices are often disregarded if not disparaged. The investment that Mexican ‘non-native’ teachers make in time, money and effort in certifying themselves as professionals is often thwarted, as ‘native-speaking’ and ‘native-trained’ teachers frequently receive privileged working conditions and employment benefits. By conducting semi-structured informal interviews and written questionnaires, we narrate and analyse seventeen Mexican teachers’ experiences of racism, professional belittlement and discriminatory employment practices, along with the experiences of Mexican EFL students. Therefore, the article helps raise non-native teacher awareness covering a range of discriminatory and inequitable employment practices.

‘Buying in’ to communicative language teaching: the impact of ‘initial’ certification courses on the classroom practices of experienced teachers of English

ABSTRACTThis study reports on the impact of an ‘initial’ certification course (ICC) for English language teachers (the Cambridge CELTA) on the self-reported classroom practices and related beliefs of experienced teacher-participants. Although many participants on such courses are experienced non-native speaker teachers of English (NNESTs), almost nothing is known about the impact of ICCs on their classroom practices. Qualitative data, including questionnaire and interview data, was collected from 29 experienced Egyptian teachers of English 6 months after course completion to understand what changes had occurred in their self-reported classroom practices, their beliefs, and what challenges they had faced interpreting what they had learnt for their own teaching contexts. The data reveals a commitment on the part of most participants to implement the practices imparted on the course, indicating a noticeable shift in beliefs about how languages are learnt and taught towards more communicative, learner-centred practices. It also reveals increases in self-confidence from some participants, both regarding classroom practices and personal status as internationally certified teachers. However, significant variation in self-reported implementation was also found depending on contexts, constraints and challenges, indicating strongly that the communicative practices promoted on ‘international’ ICCs need adaptation in order for them to work effectively in primary, secondary, tertiary and adult classrooms in the Middle East. Recommendations provided include more discussion, both in inputs and assignments, of issues of how course participants will appropriate what they have learnt on the course for their own classrooms, and the provision of opportunities for peer-support, possibly online, after course completion.

Content, Language and Method Integrated Teacher Training (CLMITT) in Training Teachers of English as a Foreign Language (EFL) and Beyond

<p>Content, Language and Method Integrated Teacher Training (CLMITT) is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language). Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning <em>about</em> a teaching model or strategy but also <em>experiencing </em>it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT) Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.</p>

APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS

Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.

Non-Native English Teachers’ Beliefs on Grammar Instruction

Research on teacher cognition, which mainly focuses on identifying what teachers think, know and believe, is essential to understanding teachers’ cognitive framework as it relates to the instructional choices they make. The aim of this study is to find out the beliefs of non-native speaker teachers of English on grammar instruction and to explain how those reported beliefs are influenced by particular demographic factors. 75 non-native speaker teachers of English participated in the study. Data was collected by a 5-Likert type questionnaire with 15 items that addressed a range of key issues in grammar instruction, particularly direct (explicit) or indirect (integrated) grammar instruction. The study has provided a number of valuable insights, particularly in relation to teachers’ beliefs about grammar instruction. The representation of grammar instruction that arises from participant teachers’ responses in this study is one characterized by systematic explicit grammar teaching with regular opportunities for grammar practice, not in isolation but in relation to skills-oriented work. Moreover, teachers with higher English proficiency levels and higher degrees (master’s/doctorate) showed stronger belief towards teaching grammar indirectly. Teachers of adult learners showed a higher tendency towards direct grammar teaching. Non-native speaker teachers preferred to use more indirect grammar instruction as they progressed academically and proficiency-wise, but they implemented more direct grammar teaching as the ages and level of their students increased.