Initial teacher training courses and non-native speaker teachers

Anderson, Jason

doi:10.1093/elt/ccv072

Cited by 63 publications

(14 citation statements)

References 7 publications

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“…NNESTs' needs, interests and future teaching contexts, which seems to overlook their positions as English teachers (Anderson, 2016). Therefore, this study supports the argument that the uncritical acceptance of the CELTA requirement represents a bias towards the NS model and therefore covert complicity with colonialism in ELT.…”

Section: The Impact Of Native-speakerism On Teachers' Recruitmentsupporting

confidence: 72%

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Beyond and within the NS/NNS discourses: English teaching in the Saudi PYPs

Alshammari¹

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In the field of TESOL (Teaching English to Speakers of Other Languages), the emergence of studies and scholarly publications questioning the dichotomy between Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) has been gradually gaining momentum over the last 25 years. Tensions resulting from this dichotomy have contributed to the "NNEST movement" which seeks to problematise the contested categories of "NS" and "NNS" and to advocate for non-discriminatory practices in the TESOL profession. With the purpose of advancing the movement's research agenda and responding to the call for research into post-recruitment, context-specific situated experiences, this qualitative case study explores how the NEST/NNEST division plays out in the Preparatory Year Programs (PYP) in two KSA (Kingdom of Saudi Arabia) universities. A central part of this study is an investigation of the lived experiences of three groups of English teachers working side by side in these programs: NESTs, Saudi NNESTs and NNESTs from overseas, the latter in particular representing a largely under-researched group in the literature. Although this research does align with previous work within the NNEST movement, it goes beyond it in that English teachers, both NESTs and NNESTs, are negatively influenced by the discourses of native-speakerism, and they are not necessarily the ones to blame for this impact; they cannot be perceived as opponents and, most importantly, they cannot be restricted to the NEST/NNEST identities. This study draws on data from three sources: 25 online advertisements, 18 demographic profiles and face-to-face semi-structured interviews with 18 practicing teachers (six from each group). The analysis, interpretation and in-depth discussion of these data are articulated around three themes, each presented in a core chapter. First, Becoming focuses on recruitment strategies in the PYPs; second, Being centres on the participants' positioning within English teaching in the Saudi PYPs and the third and final chapter focuses on Reflecting and present teacher-participants' views on speakerhood. With respect to how job recruitment takes place in these programs, analysis of the data reveals discourses of inequity underpin many descriptions of job requirements in the Saudi PYP context. Ninety-two percent of the job advertisements analysed used speakerhood status or nationality as essential requirements, which indicates "unjustified" professional hierarchies. The most required qualification in these PYP job advertisements was CELTA (Certificate in English Language Teaching to Adults). According to the analysis of the participants' opinions, CELTA appeared to replace the NS status requirement; that is to say, employers seemed to use this qualification rather than speakerhood in their hiring practices. However, CELTA does not escape criticism as an English teaching qualification and it will be argued that it acts as a colonialist tool in the ELT Publications during candidature "No publications" Publications in...

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Section: The Impact Of Native-speakerism On Teachers' Recruitmentsupporting

confidence: 72%

“…CELTA is a certificate based on a four-week course, initially designed to train NSs with little or no previous English teaching experience to teach English in their home country. As well, its use has expanded to train candidates from the three circles to teach in different contexts (Anderson, 2016).…”

Section: (1bnns)mentioning

confidence: 99%

Beyond and within the NS/NNS discourses: English teaching in the Saudi PYPs

Alshammari¹

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“…Anderson (2016), nevertheless, found out that it was arguably incorrect when the methodology was being context-specified, meaning that it had a different result if it was applied in different situation and condition. One of the participants' comments in Anderson's research mentioned that he/she decided to use all the knowledge he/she learnt on the course in his/her lessons of English.…”

Section: Teachers' Pedagogical and Professional Competenciesmentioning

confidence: 99%

IST (In-Service Training) Model to Improve English Teachers’ Pedagogical and Professional Competencies in the Computer Science Department of Universities in Indonesia

Lestariningsih

Hope

Madya

et al. 2018

IJEFL

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The fact that English teachers teaching in a computer science department may not really know detail about information technology (IT) as a subject, as well as its terminologies, brings about difficulties when deciding what kind of teaching materials are appropriate to the student’s learning needs. Another issue is that some computer science teachers do not have an English language teaching background. This can be a drawback for this group of teachers since they do not really know how to teach the language. The following discussion is a needs analysis used as a preliminary study to develop an in-service training (IST) model to improve English teachers’ pedagogical and professional competencies in a computer science department. Pedagogical knowledge, skill, and attitude, and professional competency became the core study since these two were the obvious difficulties faced by the two groups of teachers. This study involved English computer science teachers, the curriculum administrator, and the students in two private universities and one state university in Yogyakarta, Indonesia. Observations, open interviews, and questionnaires were used to gather the data.

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“…Arguably, language teaching does not solely rely on one's language competence, nor is independent of societal and sociocultural realities (Anchimbe, 2006). Several researchers have questioned the degree to which monolingual and 'native-oriented' competence brought by NESTs to ESL/EFL classrooms are responsive or appropriate to the needs of learners in varying educational contexts worldwide (see Anderson, 2016;Canagarajah 2005;Holliday, 2005).…”

Section: From Ethnic-oriented To Professionalism-driven Policymentioning

confidence: 99%

Diverse Interpretations on Nativeness but Unanimous Subscription to Native-speakerism : Identity of Future Non-native English Teachers in Taiwan

Lin¹,

Wang²,

Wang³

2018

The Journal of AsiaTEFL

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In the current body of knowledge about the influence of native English-speaking teachers (NESTs) on the professional identity of non-native English-speaking teachers (NNESTs), the fundamental question of 'What exactly do native English speakers (NESs) mean to NNESTs?' has been left unanswered and the voices of preservice NNESTs are largely absent. This study examined the influence of NESTs as 'significant others' in the English language teaching profession on preservice NNESTs' identity by looking into how preservice NNESTs interpret the term native English speakers, accept native speaker norms, and respond to the active recruitment of NESTs through the national policy in Taiwan. Survey and interview data were collected from 258 preservice English teachers. The findings show that although the participants held diverse views on who constitute NESs, they shared a unanimous subscribingto native-speakerism. The participants gave conditional support to the policy of recruiting NESTs while highlighting their opposition to uncertified NESTs and differentiated payment. Implications to teacher education and policy decisions are provided.

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Initial teacher training courses and non-native speaker teachers

Cited by 63 publications

References 7 publications

Beyond and within the NS/NNS discourses: English teaching in the Saudi PYPs

Beyond and within the NS/NNS discourses: English teaching in the Saudi PYPs

IST (In-Service Training) Model to Improve English Teachers’ Pedagogical and Professional Competencies in the Computer Science Department of Universities in Indonesia

Diverse Interpretations on Nativeness but Unanimous Subscription to Native-speakerism : Identity of Future Non-native English Teachers in Taiwan

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