Native and non-native teachers in the classroom

Árva, Valéria; Medgyes, Péter

doi:10.1016/s0346-251x(00)00017-8

Cited by 206 publications

(165 citation statements)

References 9 publications

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Section: Native and Non-native English Speaking Instructing Styles Anmentioning

confidence: 99%

“…(Samimy & Brutt-Griffler, 1999;Arva & Medgyes, 2000). Arva & Medgyes (2000) found out the discrepancies that are shown in three facets of instructions: own application of the language, overall thinking, and thinking about instructing the language. Concerning the higher command in English, native English-speaking instructors in their research inclined to deliver fewer exams and assignment and preferred free tasks, like work in teams or pairs, and the attitudes which had a great deal of instruments.…”

Section: Native and Non-native English Speaking Instructing Styles Anmentioning

confidence: 99%

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Native and Non-native English Speaking Teachers’ Teaching Styles and Their Effect on Their EFL Saudi Students’ Achievement and Enjoyment of Learning English at Taif University

Ismaiel¹

2017

IJEL

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The present research is going to assess the discrepancies between native and non-native instructors working at Taif University. The subjects have been 609 Saudi men and women EFL learners presenting themselves in a great English language plan at the preparatory year Science, Humanities and Health at Taif University. Moreover, 51 teachers (20) males and (31) females who are teaching staff members of the Taif University English Language Centre (TUELC) participated during the research. The research followed a descriptive analytical method. The Conti (1990) Principles of Adult Learning Scales (PALS) was used. Learning English Enjoyment questionnaire (LEEQ) that was developed by the researcher was used, too. Primary areas of investigation were teaching styles, students' achievement and students' enjoyment of learning English. Collectively, results provide some strong evidence that show a positive connection between native English speaking teachers' styles and the students' achievement and enjoyment. The effect of instruction experience, like the periods of instructing was considered in the present research. In addition, native and nonnative instructors who speak English are regarded also various in such domains as instruction strategies in the classes, levels of teaching tactical effectiveness.

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Section: Native and Non-native English Speaking Instructing Styles Anmentioning

confidence: 99%

Section: Native and Non-native English Speaking Instructing Styles Anmentioning

confidence: 99%

Native and Non-native English Speaking Teachers’ Teaching Styles and Their Effect on Their EFL Saudi Students’ Achievement and Enjoyment of Learning English at Taif University

Ismaiel¹

2017

IJEL

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“…• Advantages and disadvantages of both native and nonnative in teacher preparation courses (Medgyes, 1998), Árva and Medgyes, (2000);…”

Section: The Nonnative Speaker In the Spotlight: The Move Toward Empomentioning

confidence: 99%

O debate sobre o falante nativo e não nativo: quais são os assuntos e quais os resultados?

Schmitz

2013

Calidoscópio

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-In this paper I examine the notions "native speaker" and "non-native speaker". In the fi rst part, I review the literature on the notions that was sparked off by Coulmas' (1981) collection of articles, followed by Paikeday's (1985) debate with different linguists, and continued in the 90s with Davies' text (1991). The year 1995 marks the publication of three articles published in one issue of the Journal of Pragmatics in which voices of scholars from the East exchange views with some Western researchers on the issue of nativity and nonnativeness. In the second part, I point to the outcomes of the debate that have brought about a reevaluation of the non-native speaker concept and have contributed to the modifi cation or correction of views with regard to the notion "native speaker". Despite a critical revision, the notion has survived the debate, but is employed with more care and without an exclusionary stance by those who use the term in the fi elds of linguistics, applied linguistics and in the area of Teaching English to Speakers of Other Languages (TESOL). In the third and fi nal part of the article, I fi rst present a personal narrative with respect to the terms "native speaker" and "nonnative speakers" and secondly, set out some implications for the role of English for Brazil in the ensuing years. My objective here is to present the state of the art with respect to the history of thinking about the complex term "native speaker" in language studies. Therefore, I will not approach the topic based on data-based empirical research that might very likely be the subject of another study.Key words: native speaker, nonnative speaker, full replication, failed replication, standard language ideology.RESUMO -Neste trabalho examino as noções "falante nativo" e "falante não nativo". Na primeira parte do artigo, resenho a bibliografi a especializada sobre as referidas noções iniciadas por Coulmas (1981) numa coletânea, seguida por um debate com vários linguistas organizado por Paikeday (1985) e também o livro de Davies (1991). Refi ro-me a três artigos seminais publicados na revista Journal of Pragmatics nos quais vários especialistas renomados da Ásia e da África interagem com pesquisadores do Ocidente sobre o tema. Na segunda parte da apresentação, indico os resultados do debate que têm contribuído para a reavaliação da noção "falante não nativo" e que têm corrigido ou modifi cado as nossas ideias com respeito à noção bastante polêmica de "falante nativo". A despeito da revisão crítica do termo, ele ainda resiste, mas é usado pelos especialistas com mais cuidado, isto é, desprovido de atribuição de privilégios. A nova postura é de interesse para as áreas de linguística, linguística aplicada e também na área de Teaching English to Speakers of Other Languages (TESOL). Na última parte do trabalho, apresento, em primeiro lugar, uma narrativa pessoal sobre a noção e, em segundo lugar, avento as implicações dos resultados da controvérsia para uma política de ensino de inglês nos próximos anos. O meu objetivo é apr...

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“…The survey questions were derived from the previous work of Arva and Medgyes (2000). The questions were demographic in nature and provided background information prior to the interview process, thus allowing me to make maximum use of my time with each participant.…”

Section: The Surveymentioning

confidence: 99%

Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century

David¹

2000

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One of most prevalent issues surrounding English education internationally is the differentiation between Native English-Speaking Teachers (NESTs) and Non-native English-Speaking Teachers (NNESTs). What is sometimes termed the "Native speaker fallacy" is the notion that in order to be a proficient teacher of the English language one must either be a native speaker or possess native like fluency (Phillipson, 1992). This position is furthered by Holliday's "Native Speakerism," (Holliday, 2006) which suggests that within the field of English Language Teaching (ELT) there is an assumption that NESTs are better equipped to teach English language learners due to language proficiency and Western teaching methodology. Today, instructors who are native speakers of English are more sought after on the international market than their nonnative English-speaking counterparts. NNESTs have less access to employment, fair wages and job security due to the perceived differences in language ability (Barry, 2011).The distinction between the two classes of teachers underscores the belief that NNESTs are often treated as second-class citizens (Braine, 1999). Subsequently, when employers and colleagues note the differences between English variety and dialect NNESTs' social and teacher identity in the classroom may be jeopardized (Varghese et al., 2005).The purpose of this qualitative, ethnographic case study is to explore the sociohistorical lives of two NNESTs living in the Pacific Northwest. Specifically, this study is concerned with the way in which two NNESTs perceive their social and teacher identity in relation to being bilingual speakers teaching English.ii This study attempts to explore in a non-dichotomous fashion the manner in which these two actors describe and interpret their roles and positions as NNESTs.iii Dedication This thesis is dedicated to my grandfather, whose life's work has been my inspiration, and to my mother and grandmother who have always shown me unconditional love and support.iv Acknowledgements I would first and foremost like to thank my advisor, Kimberley Brown, for all of her support and guidance during the two years I spent researching and writing this thesis.Without her continual mentoring and compassion for my efforts, I would not have found the strength to see this study reach its full potential. Kim, you have become like family to me, and I am so grateful that I have been able to study with you.

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Native and non-native teachers in the classroom

Cited by 206 publications

References 9 publications

Native and Non-native English Speaking Teachers’ Teaching Styles and Their Effect on Their EFL Saudi Students’ Achievement and Enjoyment of Learning English at Taif University

Native and Non-native English Speaking Teachers’ Teaching Styles and Their Effect on Their EFL Saudi Students’ Achievement and Enjoyment of Learning English at Taif University

O debate sobre o falante nativo e não nativo: quais são os assuntos e quais os resultados?

Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century

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