The TESOL Encyclopedia of English Language Teaching (original) (raw)
Related papers
THE STATUS OF NONNATIVE ENGLISH TEACHERS COMPARED TO NATIVE ENGLISH TEACHERS
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 (NNESTs) in terms of their identities, teaching behaviors or qualifications while others examined their students’ perceptions and preferences. Nevertheless, not much investigation has been conducted to analyze the status of nonnative English teachers in this Vietnamese context which has been constantly evolving since the development of the English teaching industry. This article intends to explore and present the status of NNESTs compared to their native counterparts and the scope of this study is limited to the context of Vietnamese private language centers. It is also to provide Vietnamese English teachers with some suggestions in personal and professional development in order to increase their competitive edge with native English teachers.
Non-native English Speaking Teacher (NNEST) and their Delivery
Journal of NELTA
This article attempts to display the characteristics of the non-native English speaking teachers (NNESTs) and focuses on the need for the transition of their potentialities in various circumstances of their career. It also describes some of the issues related to their shared difficulties and insecurities, and uncovers the strategies that help them to build up their mind and vision. The non-native speakers of English are definitely in a strong position as teachers in that they can use their experiences to bring quality to teaching and become more effective speakers of English. In addition, the article highlights the non-native speakers of English scenario with the intention to promote further in-depth research on this unexplored area of “non-nativesness.” The article also makes a brief description of the problems the Nepali NNESTs face in their classroom delivery processes and discusses ways to overcome them.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 117-126
Chapter 2 A HISTORY OF RESEARCH ON NON-NATIVE SPEAKER ENGLISH TEACHERS
Research on the self-perceptions of non-native speaker (NNS) English teachers, or the way they are perceived by their students is a fairly recent phenomenon. This may be due to the sensitive nature of these issues because NNS teachers were generally regarded as unequal in knowledge and performance to NS teachers of English, and issues relating to NNS teachers may have also been politically incorrect to be studied and discussed openly.
In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. According to current estimates, about eighty percent of English teachers worldwide are non-native speakers of the language. The term non-native English speaking teacher (NNEST) has created a division among professionals in the ELT profession. English is taught commonly in many countries where English is spoken as a second language or spoken widely. Therefore, being a non-native English speaking teacher in your own country, where English is the target language between you and your own local learners and inevitably your mother tongue is used partly during the classes, is different from in a foreign country where English is mutual language between you and your learners. In that case, English is the only way for you and your learners in order to communicate in every part of school life, in school activities or even in your daily life. Learners feel like talking just the target language before, during, and after the classes unavoidably. We can see the differences of learning English through a local non-native English speaking teacher, an English Teacher from the inner circle, and a foreign non-native English speaking teacher, an English Teacher from the outer circle, in terms of effectiveness of learning English among the language learners.
International Schools Journal, 2022
‘English is an international auxiliary language. It is yours (no matter who you are) as much as it is mine (no matter who I am). … No one needs to become more like Americans … or any other English speaker to lay claim on the language. … It isn’t even necessary to appreciate the culture of a country whose principal language is English in order for one to use it effectively. This argument assumes a much more complex view of the identities of second language learners in world English contexts.’ (Coetzee-Van Rooy, 2006: 442)
Myths and Misconceptions About Nonnative English Speakers in the TESOL (NNEST) Movement
TESOL Journal, 2014
Parallel to the growing recognition of the English as an international language, the fundamental premises of the TESOL discipline (e.g. the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variet-y/ies to be taught, monolingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization for the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding non-native speakers in the field of TESOL, it also meant the emergence of a series unfounded ideas or false beliefs about the non-native speakers in TESOL (NNEST 1 ) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current paper aims to clarify a number of important issues and shed a light onto the past, present and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity and professionalism.