Non-native English Speaking Teacher (NNEST) and their Delivery (original) (raw)
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Challenges of Non Native Teacher s of English In English as Second
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Malaysian Online Journal of Educational Sciences, 2013
Recruiting and employing native speaker teachers of English Language (NST) in non-native speakers’ context are widely practised in countries which learn and use the target language taught by the native speaker teachers (NST) as either as a second or a foreign language. This paper reviews selected journals and thesis on the issues of Native and Non-native Speaker Teachers (NST & NNST). It covers on students’, as well as the Native and Non-Native Speaker Teachers’ (NNST) self-perceptions and attitudes. This review discovers almost the same pattern of students’ attitudes and perceptions towards native speaker teachers. Most studies reviewed indicate that most of the non-native learners of the target language have positive attitude towards native speaker teachers. They view native speaker teachers as the model of the target language learnt and believe that the native speaker teachers could provide a great example in learning pronunciation and speaking skill. In addition, this review als...
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.
NON-NATIVE SPEAKING LANGUAGE TEACHERS: SELECTED REFERENCES (last updated 8 May 2013
. Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31 , 580-583. Amin, N. (2001). Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. . Differences in teaching behaviour between native and nonnative speaker teachers: As seen by the learners. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 195-215). New York, NY: Springer. Bernat, E. (2008). Towards a pedagogy of empowerment: The case of 'imposter syndrome' among pre-service non-native speaker teachers in TESOL.
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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.
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In norm-dependent countries, where English is being taught as a foreign language, the main attention is mostly being paid to the native speaker teacher of English language as the ultimate teaching resource. In such countries, native speaker's norm is being considered as the standard by which the language should be taught to non-native speakers. However, in recent years, more emphasis has been given to the significance of non native teachers of English and to the advantages such teachers could have in the process of language teaching (e.g. Ellis, 2005; Llurda; 2005;. In this study, attitudes of the non native teachers of English toward their own status were explored, drawing on an empirical study of the self-perception of Iranian teachers. At the same time, advantages of nonnative speaker teachers as significant resources in the expanding circle are discussed.