Nonnative and Native speaking English professionals in TESOL Research Papers

The question of what makes a good teacher of English has aroused researchers' interest for many years, and the existing studies comparing NESTs (native English-speaking teachers) and NNESTs (non-native English-speaking teachers) have... more

The question of what makes a good teacher of English has aroused researchers' interest for many years, and the existing studies comparing NESTs (native English-speaking teachers) and NNESTs (non-native English-speaking teachers) have focused mostly on students' perceptions of these teachers. The current study aims to explore in the first phase if there is a meaningful difference between Turkish EFL learners' perceptions of NESTs and NNESTs on their first encounter with them. The second phase explores whether any changes have occurred in students' preconceptions regarding NESTs within the course of time. The participants are 120 Turkish monolinguals from a private university. Quantitative data was collected through questionnaires consisting of Likert-scale items in both phases. An interview session was added to the second phase to obtain more in-depth insights into students' perceptions. The findings showed that students had neutral perceptions of NESTs and NNESTs. However, in the second phase, the data analysed via qualitative content analysis demonstrated that students' perceptions were found to have positively changed for NESTs, particularly in terms of personality dimension. In both phases, students perceived NESTs in linguistic and professional dimensions, and NNESTs in pedagogical dimension rather positively. Öz: İyi bir İngilizce öğretmeni nasıl olur sorusu, eğitim araştırmacılarının uzun yıllardır ilgisini çekmiş ve anadili İngilizce olan ve olmayan öğretmenleri ele alan çalışmalar öğrencilerin bu öğretmenlerle ilgili algılarını araştırmıştır. Bu çalışma, ilk aşamasında, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin anadili İngilizce olan ve olmayan öğretmen algıları arasında, bu öğretmenlerle ilk karşılaşmalarında anlamlı bir fark olup olmadığını incelemektedir. İkinci aşama ise öğrencilerin anadili İngilizce olan öğretmenlere yönelik yerleşmiş fikirlerinde zaman içerisinde bir değişim olup olmadığını araştırmaktadır. Katılımcılar, özel bir üniversitede öğrenim gören 120 Türk öğrencidir. Veriler, her iki aşamada Likert ölçeğinden oluşan anketler aracılığıyla toplanmıştır. Öğrencilerin algılarını hakkında daha derin anlayışlar kazanılması amacıyla, ikinci aşamaya mülakat seansları eklenmiştir. Sonuçlara göre anadili İngilizce olan ve olmayan öğretmenlere yönelik öğrenci algıları tarafsızdır. Ama ikinci aşamada, nitel içerik analizi ile çözümlenen veriler öğrencilerin algılarının anadili İngilizce olan öğretmenler lehine, özellikle kişisel boyutta olumlu yönde değiştiğini göstermiştir. Her iki aşamada da öğrenciler, anadili İngilizce olan öğretmenleri dilbilimsel ve mesleki boyutlarda ve anadili İngilizce olmayan öğrencileri de eğitimsel boyutta olumlu yönde algılamıştır.

The aim of this study is to explore the concept of ‘gesture transfer’ from L1 to L2, introduced by [6] and [8], focusing in particular on the transfer of nonverbal communication (NVC) from Italian L1 to English L2. This pilot study tests... more

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- by Luca Rognoni and +1
  Maria Grazia Busà
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- 6
  Gesture Studies, Pragmatics, Audiovisual Speech Perception, Nonverbal Communication

Chapter 8; Contributor The potential for non-native teachers to effectively teach speaking in a Japanese EFL context Book Abstract: Despite being highly debated in applied linguistics and L2 teaching literature, the controversial... more

The contentious issue of (non)nativeness remains unanswered. Nowadays, being an NNEST or NNEST should not count but rather teachers' professional capabilities. The presentation provides a forum for reflection and discussion about... more

This paper concentrates on VOICE form of our speech in English language. And the first reason for writing on this topic is to EXPLAIN why some of the ideas about certain Voice conversions are incorrect. And why it was necessary to do it?... more

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- by ARCHER BISHOP
- •
- 92
  Languages, English Literature, Teaching and Learning, Education

Studies in Applied Linguistics and Language Learning brings together new and original studies in the area of critical applied linguistics, language policy and planning, and language learning and teaching. The book, divided into three... more

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- by Ahmar Mahboob and +1
  Caroline Lipovsky
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- 21
  Languages and Linguistics, Teacher Education, Critical Pedagogy, TESOL

La presente investigación describe las actitudes referentes al uso del inglés y el español de profesores y alumnos de segundo y cuarto semestre de una escuela de nivel medio superior de la Universidad Autónoma de Yucatán, a fin de conocer... more

This article draws from scalar theory to examine how textual diversification can engage with linguistic and social structures to both pluralize academic writing and facilitate an alternate structuration of publishing policies and... more

This case study has been built on a theoretical basis that recognises the current status of English as an international language, especially its influence on specific domains. The theories underpinning the study generally recognise that... more

This case study has been built on a theoretical basis that recognises the current status of English as an international language, especially its influence on specific domains. The theories underpinning the study generally recognise that the presumed ‘superiority’ of native speakers can be depreciated, taking into account the huge numbers of non-native speakers worldwide. Specifically, the study has targeted the medical field in Saudi Arabia from a needs analysis perspective, as this domain represents a typical representative milieu where the adopted theories of the language universality and its role as lingua franca can be validated. Interviews and questionnaires were used in a mixed-method approach, to investigate needs, attitudes, and motivations of both medical students and practitioners in their current or prospective situations. Before conducting the research, it was assumed that the researched constructs in presumably two different sites, i.e. academic and professional, would engender different sets of data. Yet, the participants addressed viewpoints appeared to be mostly unanimous. The findings also showed that the increased influx of Saudis in the medical workplaces has minimised the role of English as a communicative means, and English was relegated to specific occupational purposes in such settings. This specific English refers mainly to medical terms, which are mostly code-mixed with Arabic. The study concluded that in this multilingual setting, Arabic has somehow restricted the ‘nativisation’ of English in the Saudi medical spheres. One of the initial motives of the research was to allow a space for non-native Englishes in the context of the study. However, the study found that the issue of certain variety, whether native or non-native, is at a secondary position to the participants, compared to other prioritised needs. Furthermore, the findings exhibited some issues related to learners’ motivation and language courses failure, which unfolded the expediency of a content-based approach, namely English as a medium of instruction (EMI). More clearly, the participants’ learning experiences revealed the usefulness of EMI in enhancing their proficiency levels, more than language courses can do.

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- by Rani Rubdy and +1
  Ruanni Tupas
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- 21
  Sociology, Anthropology, Teaching English as a Second Language, Sociolinguistics

The “NNEST Movement” has been instrumental in documenting the privilege of native speakers, the marginalization of their nonnative counterparts, and the factors that may influence an individual falling into one category or another. More... more

In rural Bangladesh, most people speak English with a regional accent which is generally not intelligible to Non-Native Bengali Speakers (NBS). Although NBS understand each other, this type of pronunciation creates problems for many... more

It is a heavily debated issue: To define language, which one is the controlling authority between the Descriptive Grammar (DG) and Prescriptive Grammar (PG)? Observing those debates, it seems like the debaters make it unnecessarily... more

This study investigated the production of discourse markers by non-native speakers of English and their occurrences in their spoken English by comparing them with those used in native speakers’ spoken discourse. Because discourse markers... more

This has been quite a controversial issue in English language teaching (ELT) and thus having been discussed in many papers. Some studies aimed to juxtapose native English-speaking teachers (NESTs) and nonnative English-speaking teachers... more

For the purpose of use and understanding a language under natural condition, listening occurs more and have more impact than the other three. Listening is a must while the other three are not. Accordingly, listening is not only the most... more

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- by ARCHER BISHOP
- •
- 57
  Languages, English Literature, Teaching and Learning, Education

This paper explains why it is necessary to employ two apparently disparate qualitative methodologies to address multidimensional research objectives of a complex phenomenon: non-native English-speaking teachers’ (NNESTs) professional... more

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- by Nashid Nigar
- •
- 19
  Teacher Education, Qualitative methodology, Hermeneutics, Phenomenology

The purpose of this narrative inquiry is to explore stories of teacher development experienced by English as a Foreign Language (EFL) teachers in a graduate seminar in Vietnam. The author was the instructor for the course, entitled... more

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- by Bradley Baurain
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- 24
  Teacher Education, Narrative, Praxis, TESOL

Despite the fact that there are a number of studies on nonnative English teachers‘ (NNETs) self–perceptions and identity construction, scarce attention has been paid to the complex role NNETs‘ amount of teaching experience plays in... more

In recent years, English language teaching (ELT) in South Korea has experienced significant transformation from a grammar-based to a communicative language curriculum. Commencing in 1995, the Korean government began employing native... more

One has the right to say, "Well, this version is my personal preference" but no one has any authority to define any certain version as more or less acceptable in terms of general or universal acceptability. Because English is the... more

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- by ARCHER BISHOP
- •
- 124
  Languages, Standard English, English Literature, Language Education

In rural Bangladesh, most people speak English with a regional accent which is generally not intelligible to Non-Native Bengali Speakers (NBS). Although NBS understand each other, this type of pronunciation creates problems for many... more

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- by Raqib Chowdhury
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- 12
  Psychology, Bangladesh, Native Speakerism, Bengali

Individuals have their own culture and social structure. They are accustomed to the norms and practices of that social structure. But the advent of new elements brings notable changes in their particular social pattern. These changes have... more

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The Expectancy-Value Model of Motivation is used to badly motivate false starter Saudi University students in this research, and it is suggested that the key worry for such students is their low expectation of success. After presenting... more

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- by Bedrettin Yazan
- •
- 8
  Teacher Education, Critical Pedagogy, Reflective Teaching, ELT

In rural Bangladesh, most people speak English with a regional accent which is generally not intelligible to Non-Native Bengali Speakers (NBS). Although NBS understand each other, this type of pronunciation creates problems for many... more

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- by Amin Rahman
- •
- 12
  Psychology, Bangladesh, Native Speakerism, Bengali

The "Native Speaker" (NS) status of a language teacher never means he or she is better qualified to teach the target language than a "Non-Native Speaker" (NNS).

This status plays absolutely no role to qualify a language teacher.

Determined by increased globalization and economic development, China’s ESL market is booming. The internet is abundant in ads calling for foreign native English teachers while some recruiters openly state their preference for white... more

Despite the fact that there are a number of studies on nonnative English teachers' (NNETs) self–perceptions and identity construction, scarce attention has been paid to the complex role NNETs' amount of teaching experience plays in... more

Odeniyi presents perspectives on student identity and academic ability. Ethnographic research at a London university found evidence of repeated Othering of a small group of students with diasporic connections. Consequently, it is argued... more

This article shines a bilingual perspective on common fallacies in the English language teaching field. The street lamp syndrome refers to research and practices of convenience that quantify everything or miss the big picture, like... more

Not few renowned English courses have hired foreign English teachers to gain more learners, so do formal schools or universities. Some of the teachers are hired professionally, and some are volunteers as a part of an agreement between the... more

This review is a post-mortem of an education joint-venture between an Australian college and a Chinese college in central China at the three year mark*. It has lessons for policy, management, teaching and learning. The focus is on foreign... more

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- by Thorold (Thor) May
- •
- 134
  Business, Business Administration, Business Ethics, Sociology

The 2013 MEXT senior high school English curriculum presents a valuable opportunity to adopt innovative approaches in further developing the communicative competence of EFL learners. However, the goals of the new curriculum raise... more

In this study we compare students' perceptions of expatriate nonnative teachers in two higher education institutions, one in Geneva, Switzerland, and the other in Hamburg, Germany. Relying on a theoretical framework that crisscrosses... more

In team teaching (TT), an approach to language education where so-called native and non-native English-speaking teachers teach in an English language classroom together, implicit in TT theory and practice is the perspective that through a... more

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This book addresses how Western universities have constructed themselves as global providers of education, and are driven to be globally competitive. It examines how the term ‘international’ has been exploited by the market in the form of... more

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- by PHAN LE HA
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- 20
  Higher Education, International Education, TESOL, Education Policy

As an essential resource in the context of many classrooms, it relies heavily on the "ease of use" and educational value of ELT coursebooks. Given the ambivalence recognized for its effectiveness among experienced teachers, a teacher... more

This paper explains why it is necessary to employ two apparently disparate qualitative methodologies to address multidimensional research objectives of a complex phenomenon: non-native English-speaking teachers' (NNESTs) professional... more

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- by Nashid Nigar
- •
- 19
  Teacher Education, Qualitative methodology, Hermeneutics, Phenomenology

At present, the number of non-native speakers of English outnumbers the ‘native speakers’ of ‘English’. Therefore, it is necessary to train both native (NESTs) and nonnative English language teachers (NNESTs) with awareness towards... more

At present, the number of non-native speakers of English outnumbers the ‘native speakers’ of ‘English’. Therefore, it is necessary to train both native (NESTs) and nonnative English language teachers (NNESTs) with awareness towards English as an International language (EIL) or English as a lingua franca (ELF) (Bayyurt & Sifakis, 2015; Sifakis, 2014). However, before doing that it is important to find answers to questions like “how should ‘culture’ be covered in English language classrooms?”, “what are NNESTs’ perspectives on the inclusion of international/local culture in their language classrooms?” (Bayyurt, 2006) and “what are the strengths and weaknesses of NESTs and NNESTs in terms of the inclusion of culture in the English language classrooms in the post EFL-era?”
In this chapter, I present the findings of a study that was partially supported by Scientific and Technological Research Council of Turkey (TUBITAK) . Overall the project attempts to answer the following questions: (1) How do NESTs and NNESTs working in Turkish schools define “culture”? What are the differences and similarities between those definitions? (2) What do NESTs and NNESTs working in Turkish schools think about the effects of the concept of “culture” on English language teaching? What kind of similarities and differences can be observed between these two groups? (3) What do NESTs and NNESTs working in Turkish schools think about the strengths and weaknesses NESTs and NNESTs in terms of covering the concept of “culture” in language classrooms? (4) What kind of culture-related problems do NESTs and NNESTs working in Turkish schools face? What kind of solutions do they come up with? Data is collected via a structured and semi-structured interviews that I carried out with a group of NESTs and NNESTs working in Turkey. I report some of the key findings of the study and discuss their implications for ELF/EIL-aware teacher education programs.

Keywords: culture, post-EFL era, NESTs, NNESTs, ELF/EIL-aware teacher education

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In this talk, I focused on the ideological dimension of the 'native speaker' concept and the 'native speaker'/'nonnative speaker' dichotomy with a focus on how these apparently linguistic, and therefore 'non-political,' concepts... more

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Nonnative and Native speaking English professionals in TESOL

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