Challenges of Non Native Teacher s of English In English as Second (original) (raw)
Related papers
2017
In this 21st century, English has become an indispensible part of the educational curriculum in Fijian schools. Despite all the efforts being invested and devoted to inculcate the commendable level of English among Fijian learners, the resultant outcome could not produce an acceptable level to relevant authorities, in particular, the ministry of education's expectations. This is especially true in this current era whereby the level of English is deteoriating swiftly. The paper tends to look into the challenges faced by the non-native teachers of English. It further recommends the desired solutions to address the challenges and how learners of this supreme language could further uplift their standard by adapting to the desired strategies. This paper will also investigate the roles of non-native teachers of English and the fallacies that are associated with it. More imperatively, the research will also highlight the dire need for non-native teachers of English to up skill their existing qualifications, so that they are able to realise the true potential of addressing the challenges which they are facing. On the onset, this paper will adopt the TESL theory of communicative learning theory (CLT) to elucidate the vacuum in the field of non-native teachers of English. The findings of the research will undoubtedly help the English sentient people in the field of linguistics and applied linguistics in Fiji's context.
ELT FORUM, 2019
___________________________________________________________________ This paper is about the teaching of English. It takes into account the global role this language gains today, to reflect on how it should be taught. The main objective of it is to defend a current tendency concerning the teaching of English. In the pursuit of an appropriate pedagogy to teach English, I propose the focus on non-native speaker, since I undestand that English is a world language, spoken by a great number of people, from different cultures, what has recreated this language in many aspects. That is why this language should not be only taught based on the hegemonic cultures. The reflection proposed here is, especially, anchored on Freire´s (1996) ideas on education, mainly when he defends learner's autonomy. Thus, to teach English through an appropriate pedagogy, teachers should allow students to have ownership of it as well, but starting from a local perspective, avoiding, this way, bad feelings on the part of students.
Appropriate Pedagogy to Teach English: Contemporary Tendency Focusing on Non-Native
ELT Forum: Journal of English Language Teaching
This paper is about the teaching of English. It takes into account the global role this language gains today, to reflect on how it should be taught. The main objective of it is to defend a current tendency concerning the teaching of English. In the pursuit of an appropriate pedagogy to teach English, I propose the focus on non-native speaker, since we undestand that English is a world language, spoken by a great number of people, from different cultures, what has recreated this language in many aspects. That is why this language should not be only taught based on the hegemonic cultures. The reflection proposed here is, especially, anchored on Freire´s (1996) ideas on education, mainly when he defends learner’s autonomy. Thus, to teach English through an apropriate pedagogy, teachers should allow students to have ownership of it as well, but starting from a local perspective, avoiding, this way, bad feelings on the part of students. Keywords: Pedagogy; English language; non-native
English Language Teaching Today : Linking Theory and Practice
The Journal of AsiaTEFL, 2017
One of the most significant professional challenges for language learning researchers is to transform research findings into language teachers' pedagogical practices. For this reason, I am particularly attracted by this edited volume on English language teaching, in which Renandya and Widodo attempt to link theory and practice in teaching English with contributions from more than twenty leading researchers in the field. There are two parts in the book. The first part titled "Theories, Research and Principles" has seven chapters and covers a wide range of topics, from student-centered language learning to multilingualism. The second part titled "Pedagogical Practices" contains thirteen chapters and explores the use of those aforementioned theories and principles in pedagogical practices in teaching conventional language knowledge and helping learners acquire specific language in particular contexts. The book provides readers an up-to-date account of current principles and practices for teaching English, this reader-friendly book has clear content index, and every chapter is coherently and cohesively organized. Chapters in Part I provide some principles of English language teaching and thus establish a sound foundation for the practical accounts in Part II, and in so doing many chapters in Part I themselves have practical suggestions for teaching. In the chapter by Jacobs and Renandya, they present the principles associated with Student-Centered Learning in which students are expected to be independent of teachers and to be responsible for themselves since learning is truly a student-centered journey. Such focus on language learners is closely related with what Mahboob and Lin convey in their chapter, as supporters of the belief that mother tongue-based multilingual education can make students' lives more lively and diversified. Instead of strictly discussing the relevant theories, they provide some guidelines for teachers to use local languages productively in classrooms where language learners are immersed in a familiar experiential context. The fourth and fifth chapters depart from the theme of pedagogy and address the critical issue of curriculum and textbook development to support pedagogical practices. In Macalister's chapter, he reminds curriculum developers that language courses should strike a balance between meaning-focused input and output. In the next chapter, Tomlinson stresses the importance of using authentic texts and tasks in English language teaching to cater to diverse needs of learners of English as a global language, so it is quite essential that current material development should be internationally-oriented, and language teachers should prepare English learners for lingua franca interaction. In the subsequent chapter, Brown puts forward twelve theoretically sound assessment types. In the last chapter of Part I, Farrell documented how three EFL teachers made use of journal writing as a reflective tool to gain insights into their practice. Writing is of course a valuable opportunity for learners to reflect on their beliefs and assumptions on various experiences. Through different kinds of introspects or reflections, learners can gradually understand themselves and find their shortcomings, then make some
Native English teachers (NETs) strategies in teaching English to non-native learners
Journal of Research on English and Language Learning (J-REaLL)
Students prefer learning English with native English teachers (NETs) compared to non-native English teachers (NNETs). Knowing how the NETs teach in the class, like their learning activities, would be very interesting. The purpose of this research is to find out the strategies used by NETs in teaching English to non-native learners. Five NETs were chosen based on the demographic information questionnaires and to be interviewed to describe the strategies that they used in teaching English, especially speaking skills, to non-native learners. This is the qualitative design with the case study tradition. Three themes were found as the result of this study: NETs’ strategies in teaching English (how to begin the class, the activities during the class, and how to end the class), media used in teaching English, and games used during teaching. The various fun activities provided by the NETs in teaching English could be useful information for other NETs, fresh graduate English teaching student...
The TESOL Encyclopedia of English Language Teaching
2018
Although the term is controversial, and difficult to apply in some contexts, nonnative English speaker teachers (NNESTs) generally refers to those whose L1 is not English. Based on this broad definition, the majority of English teachers around the world (except in inner-circle English-speaking countries such as the United States and the United Kingdom) are NNESTs. In fact, even in inner-circle English countries, a great number of English teachers are now NNESTs, owing to the rapid, ongoing globalization of the world economy and increased access to education. However, despite being the major force in English teaching, NNESTs have always faced many challenges, including questions about their legitimacy and effectiveness as English teachers in comparison with native English speaker teachers (NESTs), and discrimination against them in both the job market and the workplace. To better understand and confront these challenges, many studies have been conducted on issues related to NNESTs in the past two decades (
Communicative Language Teaching: The Perceptions of English Teachers in Mempawah Hilir
2018
It is undeniable fact that English strengthens its role as international language day by day. In the response to this phenomenon, the Indonesian Ministry of Education has been trying to increase the quality of the education system since years ago; one of them is the changes of curriculum and its teaching approaches. Among many curricula that had been adapted in Indonesia, it is believed that communicative approach or communicative language teaching has mostly adapted in more than two changes of curricula. Therefore, the English teachers of Indonesia are assumed to be familiar with this teaching approach. The research had been done to 18 English teachers of junior high school level in Mempawah Hilir. Thus, the purpose of this paper is to review the results of an investigation about their perceptions in relation to their understanding on CLT principles, and their challenges in implementing CLT. Teachers’ perceptions itself is considered important because it reflects teachers classroom...
The paper discusses World Englishes (WEs) in relation to English as an International Language (EIL) and Applied Linguistics. Taking into account Kachru's interesting but at the same time controversial debate about the status of English in its varieties, which are commonly called WEs and the opposing ideas presented by Quirk, it is aimed to present an overview of these discussions, together with some examples. Kachru's three concentric circles, the Interlanguage theory, Standard English and English as a Lingua France (ELF) were paid special attention while touching upon the controversial debates on World Englishes. Moreover, following these discussions on WEs, EIL and Applied Linguistics, some answers were provided regarding the questions on teaching and teacher education, seeing that the uses of English internationally are not just related to the Expanding Circle, but also they include native speakers as well as members of the Outer Circle.