Making the transition from non-native speaker to near-native speaker teachers of English: facing globalization challenges in teaching English (original) (raw)
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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...
On Issues Regarding Native vs. Non-Native English Speaking Teachers
This study discusses some issues regarding nativeness in English language teaching. Both native and non-native professionals have raised their voices against the wide-spread idea that an ideal English teacher is a native English speaking teacher {NEST). This is called the native speaker fallacy (Phillipson, 1992a). This paper first reviews recent issues regarding NESTs vs. non-NESTs and then introduces the six advantages of llon-NESTs clarified by Medgyes (1994). Then three suggestions are made for Japanese teachers of English (JTEs). JTEs are expected 1) to know the fact that `the native speaker fallacy' and its related issues have been discussed over many years, 2) to be aware of the advantages and disadvantages of both NESTs and non-NESTs, and 3) to establish an English community where everybody uses English as a means of communication to create practical English users or multiple competent speakers <Cook, 1999).
Self-perception of Non-native Speaker Teacher of English in the Expanding Circle
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.
Native or Non-Native English-Speaking Teachers
2014
The issue of native and non-native speakers of English, relevant to a large number of questions in Applied Linguistics, is mainly important if related to native and non-native English-speaking teachers of English as a second or foreign language
Sutherland (2012) - Native and Non-native English teachers in the classroom
Arab World Englishes Journal, 2012
Native English speakers are often claimed to be better language teachers than non-native English speakers, both by those who have not reflected critically on the inherent differences between knowing how to use a language and knowing how to teach a language, and by those who assume that non-native English speakers are by definition not fluent. Nativeness is thus equated with pedagogical superiority. This claim, whether it is made by students, parents, hiring boards, or other interested parties, is detrimental to non-native English teachers as educators and to the students who learn from them. Non-native English speaking teachers may be demoralised or discriminated against in hiring practices. Students lose when they are taught by teachers with nativeness as their defining characteristic, rather than by the best teachers. In this article the native speakers model, itself a problematic concept, is analysed to show how supposed nativeness is difficult to define accurately. Then the benefits of being taught by native English speakers and non-native English speakers are outlined, with a view to promoting more just hiring practices and sounder educational results for students of English worldwide.
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.
Native English-Speaking Teachers versus Non-Native English-Speaking Teachers
There is a stereotype that takes for granted that a native speaker is by nature the best person to teach his/her foreign language. This assumption leaves little room for non-native teachers. A comparison of these two kinds of teachers is made following Medgyes' 3 dimensional framework: native/non-native, nonnative/non-native and native/native. The aim of this article is to analyze their differences in order to prove that non-native teachers have some advantages which should be taken into account.