Flora Debora Floris
Petra Christian University, English Department, Faculty Member
- Teachers' professional development, World Englishes, English as an International Language, Teacher Education, Teaching English As A Foreign Language, Teacher Training, and 12 moreLanguage education policy, Language Teacher Training, Pre Service Teacher Education, Teacher Cognition, Teacher Cognition and beliefs, Call for Papers, Educational Technology, Technology In Second Language Learning, The use of technology in the teaching of English as a foreign language, THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE EFL CLASSROOM, Applied Linguistics, and TESOLedit
This study delves into the engagement with research among university-level English department teachers. It examines their reading habits, literature preferences, and the influence of these activities on their professional practices.... more
This study delves into the engagement with research among university-level English department teachers. It examines their reading habits, literature preferences, and the influence of these activities on their professional practices. Through in-depth interviews with teachers from four reputable universities, this research offers insights into the frequency, format, and resources of engagement with research, as well as the challenges and reasons behind their varying levels of engagement. The findings drawn from this study contribute to the current body of research on teachers' engagement with research. They offer insights that may help improve educational programs or policies aimed at enhancing engagement with research in the academic community. The study, while offering valuable insights, acknowledges its limitations and suggests future research to broaden the scope and understanding of research engagement across different academic fields and settings.
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FULL PAPER: https://jees.umsida.ac.id/index.php/jees/article/view/1825 This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in... more
FULL PAPER: https://jees.umsida.ac.id/index.php/jees/article/view/1825
This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in relation to the integration of Artificial Intelligence (AI) tools. The study focuses on the discussions in five open Facebook groups, to explore how teachers collectively navigate the application of AI technologies. The discussions reflect an effort among teachers to not only integrate AI tools into their teaching practices but also to ensure these tools are used ethically and effectively, balancing technological advancements with pedagogical soundness. The findings of the study underscore the critical role of Joint Enterprise in fostering a community that is responsive to evolving educational technologies.
This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in relation to the integration of Artificial Intelligence (AI) tools. The study focuses on the discussions in five open Facebook groups, to explore how teachers collectively navigate the application of AI technologies. The discussions reflect an effort among teachers to not only integrate AI tools into their teaching practices but also to ensure these tools are used ethically and effectively, balancing technological advancements with pedagogical soundness. The findings of the study underscore the critical role of Joint Enterprise in fostering a community that is responsive to evolving educational technologies.
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This qualitative case study investigates the mutual engagement of English language teachers in Virtual Communities of Practice (VCoPs) when discussing the use of Artificial Intelligence (AI) in English Language Teaching (ELT). After an... more
This qualitative case study investigates the mutual engagement of English language teachers in Virtual Communities of Practice (VCoPs) when discussing the use of Artificial Intelligence (AI) in English Language Teaching (ELT). After an analysis of 235 initial posts and 1,712 responses from six open Facebook groups, it is clear that these online communities play a crucial role in supporting Teacher Professional Development (TPD) and enhancing teachers' engagement with AI in ELT. The study reveals how teachers actively engage in discussions, share resources, and collaboratively navigate the challenges and opportunities presented by AI in education. The findings further demonstrate that mutual engagement in these groups extends
beyond simple information exchange, fostering collaborative learning and reflective practice among teachers. While the study does not directly examine the effectiveness of AI implementation in teaching contexts, it highlights the significance of online teacher communities in deepening understanding and engagement with AI technologies in ELT. Acknowledging its focused approach, the study suggests future research avenues, such as exploring a broader range of online communities and conducting longitudinal studies, to further assess AI's long-term impacts on ELT.
FULL PAPER: https://connect.academics.education/index.php/mjselt/issue/view/43
beyond simple information exchange, fostering collaborative learning and reflective practice among teachers. While the study does not directly examine the effectiveness of AI implementation in teaching contexts, it highlights the significance of online teacher communities in deepening understanding and engagement with AI technologies in ELT. Acknowledging its focused approach, the study suggests future research avenues, such as exploring a broader range of online communities and conducting longitudinal studies, to further assess AI's long-term impacts on ELT.
FULL PAPER: https://connect.academics.education/index.php/mjselt/issue/view/43
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The purpose of this study was to examine students' perceptions of audio feedback for assignments in their writing class. Data were collected through interviews. The findings highlight the fact that the students would like to see more of... more
The purpose of this study was to examine students' perceptions of audio feedback for assignments in their writing class. Data were collected through interviews. The findings highlight the fact that the students would like to see more of this type of feedback across their courses. The findings also indicate that providing feedback to students via audio files is feasible despite some pitfalls of this format. Guidance for teachers concerning the effective use of audio feedback and suggestions for further research is presented at the end of the paper.
Full paper: http://ojs.uhnsugriwa.ac.id/index.php/YB/issue/view/125
Full paper: http://ojs.uhnsugriwa.ac.id/index.php/YB/issue/view/125
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This study is intended to find out about the two basic skills which are speaking and writing skill presented in Project level 1 (4th edition) and Achievers A1+ textbook. The textbooks were evaluated by using the theoretical framework as... more
This study is intended to find out about the two basic skills which are speaking and writing skill presented in Project level 1 (4th edition) and Achievers A1+ textbook. The textbooks were evaluated by using the theoretical framework as proposed by Cunningsworth (1995). ....
Full-text article: http://ijet.uinsby.ac.id/index.php/jurnalpbi/article/view/41/pdf_20
Full-text article: http://ijet.uinsby.ac.id/index.php/jurnalpbi/article/view/41/pdf_20
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The present study evaluates the presentation of listening and reading skills in Project level 1 (4th edition)and Achievers A1+textbooks. The textbooks were evaluated by using the theoretical framework as proposed by... more
The present study evaluates the presentation of listening and reading skills in Project level 1 (4th edition)and Achievers A1+textbooks. The textbooks were evaluated by using the theoretical framework as proposed by Cunningsworth (1995). .................
Please visit the following link to read and download the published article: http://jurnal.unipasby.ac.id/index.php/jet/article/view/718/603
Please visit the following link to read and download the published article: http://jurnal.unipasby.ac.id/index.php/jet/article/view/718/603
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This study explores the reading comprehension strategies and reading proficiency levels of 30 recent English Department (ED) graduates of a private university in Surabaya, Indonesia, whose reading proficiency levels were in Basic,... more
This study explores the reading comprehension strategies and reading proficiency levels of 30 recent English Department (ED) graduates of a private university in Surabaya, Indonesia, whose reading proficiency levels were in Basic, Independent and Proficient levels.....
Full free open-access article is available on http://www.elejournals.com/1533/2017/peslj/philippine-esl-journal-volume-18-february-2017/
Full free open-access article is available on http://www.elejournals.com/1533/2017/peslj/philippine-esl-journal-volume-18-february-2017/
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Many policy-makers are in favor of Content Language and Integrated Learning (CLIL) for this approach integrates both language and content. In Indonesia, CLIL is locally known as English as a medium of instruction (EMI) where content... more
Many policy-makers are in favor of Content Language and Integrated Learning (CLIL) for this approach integrates both language and content. In Indonesia, CLIL is locally known as English as a medium of instruction (EMI) where content subjects are taught in English. This present study presents the results of implementing an EMI policy in a large college in Indonesia, a semester after the start of the implementation. The main objectives of the study were to seek the views of both the students and teachers regarding the use of EMI. Questionnaires, classroom observations, and interviews were used as the research instruments. The findings suggest that both students and teachers acknowledge the important role of English in the world. However, both reported a host of problems with the implementation of EMI. In this paper, I would also suggest ways to deal with these from both institutional and curricular perspectives.
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This article examines how teachers of language courses in Sidoarjo, Indonesia perceive the notion of English as an International Language in terms of (1) the native speaker/non native speaker dichotomy, (2) teaching materials used, and... more
This article examines how teachers of language courses in Sidoarjo, Indonesia perceive the notion of English as an International Language in terms of (1) the native speaker/non native speaker dichotomy, (2) teaching materials used, and (3) the use of the students‟ mother tongue (Indonesian). The data were collected using questionnaires, in-depth interviews and classroom observations. In general, though the participants still preferred native speakers to teach speaking classes, they all agreed that educational background and teaching skills should be the determining factor of what constitutes a good teacher. Another finding was that the participants preferred to use materials published in the inner circle countries. Concerning the language used in the classrooms, it was found that all participants use Indonesian and English in their speaking and grammar classes. Based
on the findings of the study, some recommendations were formulated and provided at the end of the article.
on the findings of the study, some recommendations were formulated and provided at the end of the article.
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Research has repeatedly shown that pre-service teachers have well well-established beliefs about teaching which have been formed on the basis of their own learning experiences. These beliefs strongly influence their professional... more
Research has repeatedly shown that pre-service teachers have well well-established beliefs about teaching which have been formed on the basis of their own learning experiences. These beliefs strongly influence their professional development and how pre-service teachers interpret and acquire information from their teacher education courses. This paper presents the results of a small research conducted on 11 pre-service teachers’ beliefs toward English as an international language (EIL) before and after joining World Englishes class in order to detect any changes in the nature of these beliefs. 4 major areas of EIL namely (a) the role of English as an international language, (b) the best variety, (c) the use of the students’ mother tongue in English classrooms, and (d) the best teacher of English were highlighted in this study.
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Research Interests: World Englishes and CLIL
The purpose of this study was to find out teachers’ and undergraduate students’ perception of the importance of using the Internet to study English. This was measured through the use of questionnaires distributed to 10 teachers and 100... more
The purpose of this study was to find out teachers’ and undergraduate students’ perception of the importance of using the Internet to study English. This was measured through the use of questionnaires distributed to 10 teachers and 100 students; and interviews conducted with 5 teachers and 20 students. Based on the findings, it was concluded that in learning English, students need interactions with their teachers and friends. To facilitate the interactions, the Internet, particularly the websites designed for learning English is a good alternative. However, it should not be the only instrument used to improve the learners’ language proficiency. Numerous strategies teachers can choose to implement it are also recommended.
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Request is a face-threatening act (FTA) that requires the ability of the speaker not only in the language itself, but also in applying the language used in its context. One of the social dimensions, named social distance, proposed by... more
Request is a face-threatening act (FTA) that requires the ability of the speaker not only in the language itself, but also in applying the language used in its context. One of the social dimensions, named social distance, proposed by Holmes (2001), is found to be given its influence in the use of request. In this study, the writers wanted to know about request strategies spoken by Margaret Tate (a leader) to Andrew Paxton (her assistant) before and after their contract marriage, as seen in The Proposal movie. The writer used qualitative approach supported by quantitative data. The findings of this research show that in general, there are some similarities and differences of the use of request strategies before as well as after the contract marriage. In general, it can be assumed that Margaret's higher social status is giving more influences to the requests spoken to Andrew rather than the social distance itself.
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This paper presents an internal evaluation on English for General Academic Purposes (EGAP) subject which is developed by the English Language Teaching Center (ELTC) from a private university in East Java, Indonesia. The research was... more
This paper presents an internal evaluation on English for General Academic Purposes (EGAP) subject which is developed by the English Language Teaching Center (ELTC) from a private university in East Java, Indonesia. The research was conducted to elicit feedback on the effectiveness of English for General Academic Purposes (EGAP). The presented data were obtained from questionnaires, group interviews, classroom observations and the students’ final scores. There were 124 students and 6 lecturers involved in this small-scale research. Therefore, this paper is intended to describe the interesting facts of the study.
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English is not only used by people from ENL (English as a Native Language) countries to communicate with people from ESL (English as a Second Language) and EFL (English as a Foreign Language) countries or vice versa, but it even functions... more
English is not only used by people from ENL (English as a Native Language) countries to communicate with people from ESL (English as a Second Language) and EFL (English as a Foreign Language) countries or vice versa, but it even functions as a lingua franca among non-native speakers. As a result, English varieties or Englishes emerged. This paper proposes an argument that the coexistence of both standard and varieties of English is equally important.
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The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language) University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were... more
The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language) University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were developed and administered to ten students of batch 2003 studying at an English Department of a private university in Surabaya, Indonesia. The analysis showed that each reading skill had different level of difficulty for the respondents.
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This paper discusses the methodology and findings of a needs analysis survey which was carried out in 2005 by English Language Teaching Center (ELTC) of a private university in East Java, Indonesia. Based on the survey of 1,450 students’... more
This paper discusses the methodology and findings of a needs analysis survey which was carried out in 2005 by English Language Teaching Center (ELTC) of a private university in East Java, Indonesia. Based on the survey of 1,450 students’ and 34 teachers’ language needs, some implications related to course type, teaching methodology and course materials were made.
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Research Interests: World Englishes and CLIL
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The article outlines the process of guiding trainee teachers in creating e-books based on Indonesian folktales, and presents an exemplary trainee-created e-book.
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FREE ONLINE article: https://www.modernenglishteacher.com/ai-ethics-101-pedagogical.
This paper outlines 10 pedagogical activities aimed at enhancing ethical awareness and responsible AI usage in ELT context.
This paper outlines 10 pedagogical activities aimed at enhancing ethical awareness and responsible AI usage in ELT context.
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In order to encourage more teachers to experiment with VR, this paper presents some practical ideas on how to integrate this particular technology into everyday English language classrooms. FULL publication: https://www.hltmag.co.uk/oct21/
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Engaging in continuing professional development (CPD) is a hallmark of the teaching profession. CPD comes in various forms, ranging from traditional training sessions to online programs. This article focuses on the online CPD and its... more
Engaging in continuing professional development (CPD) is a hallmark of the teaching profession. CPD comes in various forms, ranging from traditional training sessions to online programs. This article focuses on the online CPD and its potential research topics. PM for the full chapter.
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LINK to download the e-book (free): http://petra.id/festschrift2021 Research shows that reading and writing are closely connected. Students who can read well can be expected to write well. However, repeated observations show that this is... more
LINK to download the e-book (free): http://petra.id/festschrift2021
Research shows that reading and writing are closely connected. Students who can read well can be expected to write well. However, repeated observations show that this is not always the case. Students who have developed an advanced reading ability often continue to experience difficulty when they try to express themselves in writing. This chapter first discusses oft-cited sources of students’ writing difficulties, which typically involve difficulties at the linguistic (e.g., vocabulary, grammar and text structure) and cognitive levels (e.g., selecting relevant contents, connecting different parts of the writing). The next part of the chapter explores the relationship between reading and writing in detail, highlighting areas that need to be linked more tightly together. The last section presents an instructional model that promotes more efficient input processing and focused noticing of linguistic features found in the target text. The model also encourages student writers to engage in writerly reading and readerly writing to further strengthen their writing proficiency.
Research shows that reading and writing are closely connected. Students who can read well can be expected to write well. However, repeated observations show that this is not always the case. Students who have developed an advanced reading ability often continue to experience difficulty when they try to express themselves in writing. This chapter first discusses oft-cited sources of students’ writing difficulties, which typically involve difficulties at the linguistic (e.g., vocabulary, grammar and text structure) and cognitive levels (e.g., selecting relevant contents, connecting different parts of the writing). The next part of the chapter explores the relationship between reading and writing in detail, highlighting areas that need to be linked more tightly together. The last section presents an instructional model that promotes more efficient input processing and focused noticing of linguistic features found in the target text. The model also encourages student writers to engage in writerly reading and readerly writing to further strengthen their writing proficiency.
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This article looks at the feasibility of using chatbots in the English classroom and provides some suggested activities. These focus on the use of a chatbot called Andy, but similar activities could be conducted using other chatbots.
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Four teachers share their experience of using VR. The course allows the learners to fully engage with the characters, context, and content.
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There is a common, but mistaken, assumption that language teaching should best be placed in the hands of native speakers. Although the misperception of the superiority of native speaker teachers has been challenged in the professional ELT... more
There is a common, but mistaken, assumption that language teaching should best be placed in the hands of native speakers. Although the misperception of the superiority of native speaker teachers has been challenged in the professional ELT literature, many continue to hold fast on this misguided belief, often resulting in discriminatory practices towards non-native speaking teachers. The purpose of this paper is to raise greater awareness among stakeholders about this issue, so that they can make more informed decisions about hiring and pedagogical practices. We first look closely at current practices that wittingly or unwittingly support andexacerbate the ideology of native speakerism and then offer some suggestions on how ELT professionals can promote nonnative speaker teachers’ professional credibility. We also propose a set of qualities that all teachers, regardless of their language or geographical backgrounds, should have.
To access the full text of the article:
http://www.culi.chula.ac.th/publicationsonline/current_volume_p1.php
To access the full text of the article:
http://www.culi.chula.ac.th/publicationsonline/current_volume_p1.php
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Flora Floris and Willy Renandya present some ideas on using the SAMR model for transforming speaking and writing tasks.
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The purpose of this article – in the form of an answer and question format – is to discuss some of the difficulties that teachers encounter and suggest ways of supporting teacher research.
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Recent literature has acknowledged the value of teacher research as an empowering means of teacher professional development. However, to date, many teachers still remain uninvolved or seem to attach little importance to classroom-based... more
Recent literature has acknowledged the value of teacher research as an
empowering means of teacher professional development. However, to date, many teachers still remain uninvolved or seem to attach little importance to classroom-based research. What are the sources of their seeming reluctance to conduct research? This article provides an explanation for some of the sources of difficulty that teachers face and offers practical suggestions for how teacher research may be supported.
empowering means of teacher professional development. However, to date, many teachers still remain uninvolved or seem to attach little importance to classroom-based research. What are the sources of their seeming reluctance to conduct research? This article provides an explanation for some of the sources of difficulty that teachers face and offers practical suggestions for how teacher research may be supported.
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This paper describes how students can use technology to help tell stories.
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When selecting internet resources for classroom instruction, one might like to consider some principles of SLA as guidance. In this chapter, we discuss 6 principles which SLA and ELT experts believe to be important when teachers select... more
When selecting internet resources for classroom instruction, one might like to consider some principles of SLA as guidance. In this chapter, we discuss 6 principles which SLA and ELT experts believe to be important when teachers select and adapt L2 teaching materials.
Research Interests: Educational Technology, Second Language Acquisition, Technology Integration in Schools, Language learning materials development, Syllabus Design and Materials Development, and 4 moreEnglish as a Foreign Language (EFL), Technology Integration Across the Curriculum, English As a Second Language (ESL), and Teaching ESL/EFL
Flora Debora Floris & Willy A. Renandya offer practical ideas on how technology can be used in listening and reading using the SAMR Model.
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The following paper presents three classroom activities used in my class. The first one is related to the introduction to varieties of English. The second one deals with the notion of the native English teacher fallacy. The last activity... more
The following paper presents three classroom activities used in my class. The first one is related to the introduction to varieties of English. The second one deals with the notion of the native English teacher fallacy. The last activity is about the ownership of English and the native speaker fallacy. My reflection on the activities and the students’ perception are presented below each activity.
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Susan Gaer is a Professor Emeritus of Santa Ana College, California. She has an MA in English with emphasis on Teaching English as a Second Language and an MA in Educational Technology from Pepperdine University. She is the... more
Susan Gaer is a Professor Emeritus of Santa Ana College, California. She has an MA in English with emphasis on Teaching English as a Second Language and an MA in Educational Technology from Pepperdine University. She is the President-Elect CATESOL 2018-2020. She is also a Google Certified Innovator, Kahoot Ambassador, Thinglink Educator and Quizlet Teacher Educator. Prof. Gaer has developed a web page https://www.susangaer.com/ that helps teachers to engage students with technology. In this interview, Prof. Gaer shared her viewpoints and some examples on remote instruction.
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Ju Seong Lee interviewed Flora Debora Floris for NNEST of the Month blog (February 2019). The Non-Native English Speakers in TESOL (NNEST) of the Month blog is endorsed by the TESOL NNEST Interest Section! Full interview:... more
Ju Seong Lee interviewed Flora Debora Floris for NNEST of the Month blog (February 2019). The Non-Native English Speakers in TESOL (NNEST) of the Month blog is endorsed by the TESOL NNEST Interest Section! Full interview: http://nnestofthemonth.wordpress.com/ (February 2019 issue)
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Full text is available via:
http://journal.teflin.org/index.php/journal
http://journal.teflin.org/index.php/journal
Research Interests: NNEST Studies and NNEST
It's an interview published in
http://eflmagazine.com/phil-wade-interviews-flora-debora-floris/
http://eflmagazine.com/phil-wade-interviews-flora-debora-floris/
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It's an interview article published for TEFLIN Journal.
Read the free OA article here:
http://journal.teflin.org/index.php/journal/article/viewFile/327/272
Read the free OA article here:
http://journal.teflin.org/index.php/journal/article/viewFile/327/272
Research Interests: Teaching English as a Second Language, Teacher Education, Non-Native English Speaking Professionals in TESOL, World Englishes, Teacher Training, and 5 moreTeachers' professional development, Teacher professional development, Teaching EFL and Teacher Training, Native Speaker/non-Native Speaker Teachers of English, and Native Speaker
This is an interview with Andrew Wright.
Refer to the following link for the full article:
http://journals.sagepub.com/doi/abs/10.1177/0033688215619520?journalCode=rela
Refer to the following link for the full article:
http://journals.sagepub.com/doi/abs/10.1177/0033688215619520?journalCode=rela
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Download the free e-book via https://teflin.org/book-publications/ Teacher training aims to equip teachers with basic knowledge and skills. But to achieve depth, maturity and teacher wisdom, we need the additional catalyst of lived... more
Download the free e-book via
https://teflin.org/book-publications/
Teacher training aims to equip teachers with basic knowledge and skills. But to achieve depth, maturity and teacher wisdom, we need the additional catalyst of lived experience. This book offers teachers just that a rich resource of other teachers’ stories to activate reflection on their own teaching values and practices. This will be a must for teacher development groups and for individual teachers to reflect on too.
(Prof. Alan Maley The C Group, UK)
Through meticulous editing, this volume Inspirational Stories from English Language Classrooms offers a fascinating collection of 40 stories and classroom activities written by English teachers from 20 countries. As part of TEFLIN series, this book has been especially prepared for those who wish to use stories as motivating and engaging teaching stimuli for a wide range of institutional contexts. This book will be particularly useful for English teachers, trainees, and curriculum or materials developers. The professional expertise of the editors has enriched the book content, ensured by the association, TEFLIN.
(Prof. Utami Widiati, M.A., Ph.D State University of Malang, Indonesia)
https://teflin.org/book-publications/
Teacher training aims to equip teachers with basic knowledge and skills. But to achieve depth, maturity and teacher wisdom, we need the additional catalyst of lived experience. This book offers teachers just that a rich resource of other teachers’ stories to activate reflection on their own teaching values and practices. This will be a must for teacher development groups and for individual teachers to reflect on too.
(Prof. Alan Maley The C Group, UK)
Through meticulous editing, this volume Inspirational Stories from English Language Classrooms offers a fascinating collection of 40 stories and classroom activities written by English teachers from 20 countries. As part of TEFLIN series, this book has been especially prepared for those who wish to use stories as motivating and engaging teaching stimuli for a wide range of institutional contexts. This book will be particularly useful for English teachers, trainees, and curriculum or materials developers. The professional expertise of the editors has enriched the book content, ensured by the association, TEFLIN.
(Prof. Utami Widiati, M.A., Ph.D State University of Malang, Indonesia)
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The four-page chapter is a lesson plan for encouraging students to thank each other and to use other social skills, as part of an overall attempt to create a cooperative classroom environment. The chapter begins with a story about an... more
The four-page chapter is a lesson plan for encouraging students to thank each other and to use other social skills, as part of an overall attempt to create a cooperative classroom environment. The chapter begins with a story about an extensive reading lesson in which students collaborated in groups of two. At the end of the lesson, the teacher asked students to thank their partner, but many students did not. The lesson plan then presents a generalizable procedure for encouraging expressions of gratitude and other social skills. The chapter ends with a reflection on the importance of social skills in learning and in life generally.
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Recent literature has acknowledged the value of teacher research as an empowering means of teacher professional development. However, to date, many teachers still remain uninvolved or seem to attach little importance to classroom-research... more
Recent literature has acknowledged the value of teacher research as an empowering means of teacher professional development. However, to date, many teachers still remain uninvolved or seem to attach little importance to classroom-research research. What are the sources of their seeming reluctance to conducting research? This paper provides explanations of some of the sources of difficulties that teachers face and offers practical suggestions of supporting teacher research. This paper hopefully will inspire teachers to become more involved in research and experience the joy of seeing more clearly the link between theory and practice.
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There is a common, but mistaken, assumption that language teaching should best be placed in the hands of native speakers. Although the misperception of the superiority of native speaker teachers has been challenged in the professional ELT... more
There is a common, but mistaken, assumption that language teaching should best be placed in the hands of native speakers. Although the misperception of the superiority of native speaker teachers has been challenged in the professional ELT literature, many continue to hold fast on this misguided belief, often resulting in discriminatory practices towards non-native speaking teachers. The purpose of this paper is to raise greater awareness among stakeholders about this issue, so that they can make more informed decisions about hiring and pedagogical practices. We first look closely at current practices that wittingly or unwittingly support and exacerbate the ideology of native speakerism and then offer some suggestions on how ELT professionals can promote non-native speaker teachers' professional credibility. We also propose a set of qualities that all teachers, regardless of their language or geographical backgrounds, should have. Keywords ELT, native speaker teacher, non-native speaker teacher, native speakerism, bilingual teacher 2 |