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

Hayes, David

doi:10.1016/j.system.2008.06.001

Cited by 61 publications

(54 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Eunjeong's decision to volunteer to teach English because it was expected of a novice like herself seemed to be experienced as an internal obligation to maintain social harmony and contribute to her workplace, not as an external imposition limiting her choices. Participants whose parents and teachers had pushed them into teaching displayed similar attitudes, which have been found in other studies, such as those Hayes (, , , ) has done in other Asian countries.…”

Section: Discussionsupporting

confidence: 81%

“…The third research question asked about the relationship between language learning and teaching commitments. Other studies that have mentioned commitment have not directly focused on this possible connection; although they describe teachers who enjoyed learning English (Hayes, , , , ; Johnston, ), that enjoyment appeared to have little to do with why they began or continued English teaching. This is also true of the teachers in this study; what differs is that the experienced teachers (Sami and Mia) came to develop an affective mindset for ELT after their interest in their own English language learning had been rekindled, which inspired not only further development of their proficiency, but also further development of their teaching practices.…”

Section: Discussionmentioning

confidence: 98%

“…Hayes () showed that seven Thai language teachers had strong intrinsic motivation for language learning, which they largely attributed to their positive learning experiences, particularly their teachers’ dedication, which was only one of “a complex array of influencing factors” (p. 482) for teaching language. Although participants had initially drifted into teaching or were influenced by their families, over time they eventually became committed to ELT because of “its value to students in their schools and to society at large” (Hayes, , p. 7), showing that initial motivations to enter teaching for one reason (e.g., in the three‐component model, continuance or normative) can become accompanied by or develop into affective commitment with experience. Hayes's () case study of a Tamil teacher showed how even the ordinary actions of teaching take on extraordinary value through commitment to students and society shaped by cultural values and expectations.…”

Section: Commitment In Language Teaching Researchmentioning

confidence: 99%

See 2 more Smart Citations

Beyond Cognition to Commitment: English Language Teaching in South Korean Primary Schools

Moodie

Feryok

2015

The Modern Language Journal

View full text Add to dashboard Cite

In order to understand teacher cognition—the thoughts, beliefs, and knowledge of language teachers—it is helpful to understand why people commit to language teaching in the first place. However, few studies of language teachers have directly examined the nature and development of commitment in language teachers, across their language learning, teacher education, and teaching experience within their context. This study aims to do just that. Four primary school teachers in South Korea participated—two experienced teachers and two novice teachers—who at the time of the study were teaching English as a foreign language. Data from reflective writing, interviews, and classroom observations from a wider 18‐month study on language teacher cognition and development were iteratively analyzed for the aims of this study. The findings show that commitment transfers between language learning and teaching through both positive and negative experiences, involves multiple and evolving intentions and mindsets in language teaching, and occurs in action in particular contexts. The findings also show that the teachers’ early commitment to language learning contributed to their commitment to act on improving their English proficiency and classroom practices through professional development. The study concludes with implications and research suggestions.

show abstract

Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 98%

Section: Commitment In Language Teaching Researchmentioning

confidence: 99%

See 1 more Smart Citation

Beyond Cognition to Commitment: English Language Teaching in South Korean Primary Schools

Moodie

Feryok

2015

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…It also aspires to contribute to the relatively small amount of research literature on Non-Native-Speaker (NNS) teachers, answering a recent call for "writing on non-native English-speaking teachers in the global discourse of English language teaching" (Hayes, 2009: 1).…”

Section: Introductionmentioning

confidence: 99%

The Discourse of English Reading Lessons in Chinese Middle Schools: A Sociocultural Perspective

Wang

Liu

2012

Chinese Journal of Applied Linguistics

View full text Add to dashboard Cite

While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the body of work on the local classroom discourse, very few studies have focused on the secondary sectors. From the perspective of the sociocultural theory (SCT), this article examines the classroom discourse of Chinese middle school English language teaching (ELT) by investigating teacher-student interaction. The transcribed classroom discourse of 8 teachers' reading lessons is qualitatively coded and quantitatively measured. The study draws on a descriptive system focusing on the teacher-led three-part initiation-response-feedback (IRF) structure. The research findings reveal that quite similar discourse patterns are found in the lessons sampled, with the initiation-response-evaluation (IRE) sequence dominating the EFL (English as a Foreign Language) classroom interaction investigated. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners' levels of awareness of the use of teacher talk in EFL classroom interaction.

show abstract

“…Although studies on the context of teaching of non-native English teachers are available (e.g. Watson & Punjaporn, 2009;Haynes, 2009), the actual classroom practices of such a huge number of non-native English speakers teaching English in populated nonEnglish speaking environment in Asia are overlooked.…”

Section: Introductionmentioning

confidence: 99%

Non-native Teacher Talk as Lexical Input in the Foreign Language Classroom

Tang¹

2011

JLTR

View full text Add to dashboard Cite

Abstract-Non-native or indigenous English teachers have provided the largest teaching and professional support in Asian countries where English is taught and learnt in school as an additional or international language. As the language environment outside classroom in these countries is generally poor, teachers become a major source of language input for learners. This article explores the Lexical Variation (LV) ratio of nonnative teacher talk and the percentage of words teachers used at different vocabulary levels to determine the lexical richness in a foreign language classroom. The classroom data revealed that teachers' oral input failed to provide a lexically rich environment as the teacher talk were limited in both variation and frequency range. Ways to enhance the lexical environment will be discussed.Index Terms-non-native English teachers, lexical input, teacher talk, foreign language classroom

show abstract

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

Cited by 61 publications

References 15 publications

Beyond Cognition to Commitment: English Language Teaching in South Korean Primary Schools

Beyond Cognition to Commitment: English Language Teaching in South Korean Primary Schools

The Discourse of English Reading Lessons in Chinese Middle Schools: A Sociocultural Perspective

Non-native Teacher Talk as Lexical Input in the Foreign Language Classroom

Contact Info

Product

Resources

About