Non-native English-speaking teachers, context and English language teaching

System ◽  
2009 ◽  
Vol 37 (1) ◽  
pp. 1-11 ◽  
Author(s):  
David Hayes
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

scholarly journals NATIVE ENGLISH SPEAKING TEACHERS (NESTs) AND INDONESIAN ENGLISH TEACHERS (IETs) EFL STUDENTS’ PERCEPTION AND PREFERENCES

2021 ◽  
Vol 3 (2) ◽  
pp. 112-121
Author(s):  
Pariyanto Pariyanto
Keyword(s):  
English Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Number Of Factors ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Language Teaching And Learning

This paper explores the roles of Non-Native English Speaking Teachers (NNESTs) in English Language Teaching (ELT) in Indonesia. As many English language learners idolize Native English Speaking Teachers (NESTs) to be a good teacher of English that leads students to the success with their learning, some research show that the success in language teaching and learning is not merely determined by the fluency which native speakers possess. There are a number of factors that should be taken into account to make language teaching and learning successful such as the nature of learners, social context, and cultural background of the learners. These features are, for the most part, owned by NNESTs and thus they potentially make more successful English language teaching and learning than NESTs.     

scholarly journals Native and Non-Native English-Speaking Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 13-17
Author(s):  
Pawan A. Talib
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Teaching English ◽  
The World ◽  
Speakers Of Other Languages ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

The aim of this paper is to analyze some argues of the terminology of native English-speaking teachers (NESTs)/non-native English-speaking teachers (NNESTs), which George Braine and Peter Medgyes made their first steps toward this study. The study relied on the nature notion of these two concepts in linguistic studies in various areas of the world. It illuminates the strengths and the limitations of NESTs and NNESTs with respect to English language teaching to speakers of other languages, particularly in Kurdistan Regional of Iraq with different models of linguistics. Consequently, the work focuses on the perceptions, responses, and attitudes toward these two contexts with taking account their role in teaching English in Kurdistan Regional of Iraq. Finally, the evaluation portrays an outstanding method of teaching English by co-operating NESTs/NNESTs. Since recently, it considers as one of the highest applicable strategies in TEL, and the educational institutions may achieve a better success by providing both instructors in their programs.

scholarly journals NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS

2021 ◽  
Author(s):  
Tatyana Aksiutina ◽  
◽  
Oksana Vovkodav ◽  
Keyword(s):  
University Students ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.

Negotiating teacher identity: Experiences of Black teachers of English in Korean ELT

English Today ◽  
2020 ◽  
pp. 1-8
Author(s):  
Hohsung Choe ◽  
Youngjoo Seo
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
Native Speaker ◽  
Black Teachers ◽  
English Language Teaching ◽  
Political Issues ◽  
English Speaking ◽  
Race Ethnicity ◽  
Native English Speaking ◽  
Native English Speaking Teachers

Most recent research on teacher identity in the TESOL field has focused on how non-native English-speaking teachers (non-NESTs) view and position themselves vis-à-vis native English-speaking teachers (NESTs), and which factors influence their construction of their professional identities. However, the perceived native speaker/non-native speaker (NS–NNS) dichotomy greatly oversimplifies a complicated phenomenon by representing it as solely linguistic and disregarding sociocultural and political issues. Beyond the question of nativeness versus non-nativeness, race, ethnicity, nationality, and cultural identity have played key roles in how teachers position themselves within English language teaching (ELT). These other factors may be critical in how others judge the capability of a teacher of English and authenticity of his/her English.

scholarly journals Non-Native English-Speaking Teachers’ Legitimacy Negotiation in North American ELT Classrooms

2013 ◽  
Vol 6 ◽  
Author(s):  
Chao Song
Keyword(s):  
North American ◽  
Power Relations ◽  
English Language ◽  
Human Agency ◽  
Negotiation Process ◽  
English Language Teaching ◽  
Racial Boundaries ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

The purpose of this paper is to examine the complexities of non-native English-speaking teachers’ (NNESTs’) legitimacy negotiation process in North American English language teaching (ELT) classrooms. This paper explores how NNESTs’ processes and outcomes of legitimacy negotiation can be impacted by unbalanced power relations, assigned-identity, and human agency. By drawing on various sociocultural theories, particularly power relations (Bourdieu, 1977; Holland, Lachicotte, Skinner, and Cain 2001; Norton, 2000), identity (Norton, 2000; Harklau, 2000; Morita, 2004), and human agency (Canagarajah, 1999; Norton & Toohey, 2001; Lantolf & Pavlenko, 2001), the analysis examines how the three factors—unbalanced power relations, assigned identity and personal agency manifest themselves in NNESTs’ attempting to cross barriers erected by language, culture, and racial boundaries.

scholarly journals Deconstructing Non-Native English-Speaking Teachers’ Professional Identity: Looking Through a Hybrid Lens

2019 ◽  
Vol 12 (12) ◽  
pp. 76
Author(s):  
Nshid Nigar ◽  
Alex Kostogriz
Keyword(s):  
Professional Identity ◽  
English Language ◽  
Native Speaker ◽  
Point Of View ◽  
English Language Teaching ◽  
Post Colonial ◽  
Binary Logic ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

This article critically analyses how the construct of non-native English-speaking teachers’ (NNESTs) professional identity has evolved in the context of binary logic and power relations. From a socio-historical point of view, colonial origin of English language teaching and native speaker ideology have been identified as prominent discursive influences of NNESTs’ professional identity. Although influenced by (post)colonial discourses, research into NNESTs’ professional identity is now veering off to a new direction that questions the binary logic and explores experiences beyond the boundary between the native self and the non-native other. This paper argues that nativeness and non-nativeness are not mutually exclusive and objective categories for NNESTs’ professional identity. Their identity is rather subject to constant innovation and plasticity. Beyond the critical analysis of the native speaker construct, the paper proposes a professional conceptualisation of a hybrid professional identity of NNESTs in a third space of reflection, enunciation and productive articulation.

scholarly journals The Students’ Attitudes towards the NESTs versus NNESTs and their Impacts on the Students’ Motivations to Learn English Language at KAU

2021 ◽  
pp. 1-35
Author(s):  
Haneen Saad Al Muabdi
Keyword(s):  
Second Language Acquisition ◽  
Mixed Method ◽  
English Language ◽  
Efl Learners ◽  
King Abdulaziz University ◽  
English Speaking ◽  
Native English Speaking ◽  
Students Attitudes ◽  
Native English Speaking Teachers ◽  
The Impact

Motivation is one of the crucial aspects of second language acquisition. Students’ motivation can be influenced by their teachers. The present study aims to investigate the impact of the two types of teachers on EFL learners’ motivations to learn English. These are NESTs (Native English-speaking teachers) and NNESTs (native English-speaking teachers). Hence, it examines learners’ attitudes and perceptions towards the two types of teachers. This study employed a mixed method by distributing a questionnaire contains quantitative and qualitative tools. It consists of twenty items of Likert scales and two open-ended questions. The present study subjects are 31 female students at King Abdulaziz University in Jeddah, Saudi Arabia. The results of the study demonstrate that learners have a positive attitude toward NESTs and NNESTs. Despite that, the tendency to learn with NNESTs is higher than NESTs. The findings also show that both types of teachers motivate students to learn English. Moreover, it suggests that the methodology and teachers’ personalities are more important than the teachers’ nativeness.

scholarly journals 'Real English' in Japan : team teachers' views on nativeness in language teaching

2012 ◽  
Vol 10 ◽  
pp. 175 ◽  
Author(s):  
Sean Sutherland
Keyword(s):  
Team Teaching ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Teacher ◽  
Daily Lives ◽  
Interview Research ◽  
English Speaking ◽  
Native English Speaking

In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.

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