Non-native English speaking pre-service teachers in an EFL context: examining experiences through borderland discourse

Loo, Daron Benjamin; Maidom, Ritha; Kitjaroonchai, Nakhon

doi:10.1080/1359866x.2019.1607252

Cited by 10 publications

(8 citation statements)

References 55 publications

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“…With the Association of South East Asian Nations (ASEAN) economic integration taking place among its member states, the demand for learning and improving English has considerably increased (Baker, 2012; Crocco and Bunwirat, 2014; Kirkpatrick, 2011; Loo et al, 2019). Although the countries in the region represent different linguistic backgrounds (Kirkpatrick, 2011), the English language has become a lingua franca and is now given emphasis in the school curriculum from elementary to tertiary education.…”

Section: Introductionmentioning

confidence: 99%

Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region

Ulla

2019

RELC Journal

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In response to the increase in demand for teachers of English in Thailand, many Filipino teachers are now working as English as a Foreign Language (EFL) teachers in Bangkok. This study explores the perceptions of 56 Filipino teachers about the conditions and challenges of being EFL teachers in Bangkok, Thailand. A modified questionnaire and an individual follow-up interview were used to collect the data. Likewise, a qualitative content analysis was performed on the data in the study. Findings revealed that teacher-participants held a positive view with regards to being EFL teachers in Bangkok. Some reasons why they came to teach in Bangkok include good salary rates, a chance to provide for their families’ financial needs, an opportunity to widen their teaching experience, and a chance to work with people from different cultural backgrounds. However, some professional and personal issues like the perceived lack of teachers’ professional development programmes, cultural differences, language barriers, and absence from family celebrations and other important occasions were also noted. The findings suggest that although the experience was generally positive, Filipino teachers encountered some personal and professional issues, including those which stemmed from their status as so-called ‘non-native speaker teachers’ (NNEST) of English.

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Section: Introductionmentioning

confidence: 99%

Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region

Ulla

2019

RELC Journal

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“…As part of their professional development, teachers benefit greatly from this training. Professional experience is critical in developing teacher competency (Loo et al, 2019). In the case of the teacher participants, the training provided was extremely beneficial to their development as teachers.…”

Section: Discussionmentioning

confidence: 99%

Elementary School Teachers’ Readiness in Teaching Technology-based Literacy

Padmadewi,

Artini,

Ratminingsih

et al. 2023

International j.of Elementary Education

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The Independent Curriculum requires teachers to have the ability to use technology in the learning process and improve students' literacy skills. However, there are still many teachers who experience difficulties in using technology and increasing student literacy. For this reason, this study aims to identify the effect of multimodal training on increasing teacher readiness to implement technology-based literacy learning. This research is a mixed-method study with a concurrent triangulation design involving 24 English teachers. Methods of data collection through questionnaires, interviews and observation. Data were analyzed quantitatively and qualitatively. This study found that teacher readiness in implementing technology-based literacy learning increased significantly after multimodal training. These results are supported by qualitative data showing that teachers feel better prepared to teach literacy in English. This study also found that teachers positively perceive multimodal training. It can be concluded that multimodal training positively affects teacher readiness in implementing technology-based English literacy learning. Thus, implementing multimodal training can be used as a solution to solve teacher problems in conducting the teaching and learning process using technology and increasing student literacy.

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“…• e-auto narratives (Park, 2012); • e-journals (Ateş & Eslami, 2012;Park, 2012); • reflective journals (Loo et al, 2019); • diaries (Galloway, 2014); • metacommentary (i.e., commenting on communication and online blogs [Aneja, 2016a]); • self-interviewing (Yan, 2021); • stimulated recall interviews (Lee & Canagarajah, 2019);…”

Section: Methodological Developments Approaches Tools and Explorationsmentioning

confidence: 99%

“…In this definition of “new” here, we view the following four data as more “traditional/established”: survey/questionnaire, interviews, observations, and document analysis. Those newer data collection methods include: e-auto narratives (Park, 2012); e-journals (Ateş & Eslami, 2012; Park, 2012); reflective journals (Loo et al, 2019); diaries (Galloway, 2014); metacommentary (i.e., commenting on communication and online blogs [Aneja, 2016a]); self-interviewing (Yan, 2021); stimulated recall interviews (Lee & Canagarajah, 2019); the corpus of user-generated comments in online community space (Jenks & Lee, 2020); significant circles (Banegas et al, 2021); narratives/stories gleaned from “larger corpus of data” (Wolff & De Costa, 2017) or portfolios (Ilieva & Ravindran, 2018); discussion board posts on telecollaboration (Schreiber, 2019); feedback sessions or meetings (Başyurt Tüzel & Akcan, 2009; Flores & Aneja, 2017; Yazan, 2019b); a “commonplace book” that includes teacher candidates’ own theorizations and “you are here map” that contains reflections on learning trajectories (Sánchez-Martín, 2022); and critical autoethnographic narrative (Yazan, 2019b). …”

Section: Established Domains Of Inquirymentioning

confidence: 99%

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Selvi,

Yazan,

Mahboob

2023

Lang. Teach.

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Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in)equity, privilege, marginalization, and discrimination in ELT.

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Non-native English speaking pre-service teachers in an EFL context: examining experiences through borderland discourse

Cited by 10 publications

References 55 publications

Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region

Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region

Elementary School Teachers’ Readiness in Teaching Technology-based Literacy

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

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