Uncovering EFL Teachers’ Beliefs of English as an International Language (original) (raw)
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an investigation into teachers' attitudes to english as an international language
The spread of English and concurrent increase in the number of non-native speaker to non-native speaker interactions has meant a paradigm shift in the way the English is used and is viewed. Despite the fact that the ELT profession is central to these changes, there has been relatively little debate amongst teaching professionals about the implications of this global shift in usage. Furthermore, there is still a tendency to view the native speaker as the absolute authority on language and pedagogical matters. This is a qualitative study drawing on questionnaire and interview data to investigate the extent to which teachers are aware of the above changes, and of the continued influence of 'native speakerist' thinking on ELT practice. The study will also look at how teacher identity is affected by the phenomenon of the unprecedented changes to English and its increased use as an international language.
Native and Non-Native Teachers’ Changing Beliefs about Teaching English as an International Language
2019
In view of the paucity of evidence on teachers’ conceptions of teaching English an International Language (EIL), the present study used panel discussions to investigate the beliefs of 10 native and 10 non-native English-speaking teachers about their roles in teaching English in the EIL contexts and the perceptions of EIL. The findings revealed that some aspects of teachers’ beliefs about their roles were reshaped after panel discussions. Non-native teachers showed lower levels of self-confidence in their role in teaching EIL and underlined the superiority of native teachers. However, after panel discussions, they were able to notice their advantages in comparison with native teachers. It was also observed that both non-native and native teachers underwent a slight shift in conceptualizing what EIL is. Non-native teachers’ appraisal of native speakerism also decreased after panel discussions. These findings suggest that both native and non-native teachers hold certain beliefs about E...
Perceptions of Primary and High School Teachers on the Use of Mother Tongue in Efl Classes
Advanced Linguistics, 2021
Whether the mother tongue (L1) should be included or excluded in foreign language classes has been debated by researchers and there is no consensus on this controversial issue. However, most of the studies are conducted on the tertiary level, and there is very few on the primary & secondary levels. Therefore, this study explores the perspectives of English teachers working in primary schools in comparison to high schools affiliated with national education. It also investigates for which language skills both of those groups find the use of mother tongue (Turkish) relatively effective and their justification behind the use of L1 in their classes in which English is taught as a foreign language. A total of 30 primary and 30 high school teachers working in Usak participated the study voluntarily. The study has employed mixed-method and data was collected through a questionnaire developed by Kuru and Tekin (2019). Moreover, semi structured interviews were conducted to obtain qualita...
Native Language in English as a Foreign Language Classes: Teachers’ Lived Experiences
The Educator Journal
Along with the prevalence of post-method pedagogy in English language teaching, the use of learners’ native language (NL) in English as a foreign language (EFL) context has become a vital issue. Considering the issue, this article aims to dig into the phenomenon of NL usage with special reference to Nepal. For achieving this objective, I followed a phenomenological study design to explore the teachers’ lived experiences. I purposively selected ten university English language teachers to observe their EFL classes based on age, qualification, gender, and teaching experience. The information obtained from the unstructured classroom observation led me to the four themes such as conditions, reasons, strategies and consequences. The findings reveal that most informants used NL for better and more efficient communication; they used NL in different ways; and learners were at ease, self-assured, and pleased with NL usage. This implies that EFL teachers need to use the learners’ NL sparingly.
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 2018
English has been used in enormous important purposes to communicate in international level such as for academic and commerce. English as an International Language (EIL) is the use of English that enables native speakers and non-native speakers to communicate. However, there has been debate on how to teach EIL in language classroom specifically to the exposure of either the native language culture or the non-native one. This article will first define the notion of EIL before exploring the issues. Finally, this article will discuss implication on the roles of teachers regarding existing principles of EIL and student English learning
The Role of Native Language in Teaching English for Specific Purposes
Applied Linguistics, 2010
This study examines the controversial debate of the exclusion of adult learners’ native language by reporting learners’ and instructors overwhelmingly positive perceptions of its use in English for Specific Purpose (ESP) classes. In this study, multiple methods such as class observations, questionnaires and interviews were used. The research was undertaken in 14 ESP classes for the students of Engineering, Sciences and Humanities at Yazd University, Iran. Extensive qualitative and statistical analysis of the questionnaires revealed that a solid majority of learners from different academic majors and instructors responded positively regarding the use of native language as a pedagogic device for teaching various aspects of the target language. Correspondingly, class observations revealed that all the instructors teaching different academic disciplines resorted to the native language as an appropriate medium for cross-lingual, cross-cultural comparisons. Nevertheless, the results from ...
Teaching of English as a Foreign Language by Non- Native Speakers
Journal of Emerging Technologies and Innovative Research(JETIR), 2018
There is a presupposition that the only language teachers who can be trusted are the native speakers while as others are of the opinion that being proficient in English language is just one of the qualities of a good English language teacher. There is a scarcity of empirical studies that explore the differences between native and non-native teachers of English (Samimy and Brutte-griffler, cited in Braine,1999,p.130) This paper discusses and examines the belief whether native speakers are the better English language teachers than non-native English language teachers for the overall improvement of English teaching-learning situation. IndexTerms-ESL/EFL, Native Speaker Teachers (NSTs), Non-Native Teachers (NNTs), Language Skills, Bilingualism. ________________________________________________________________________________________________________