Non-Native Speaker Teachers and Awareness of Lexical Difficulty in Pedagogical Texts

McNeill, Arthur

doi:10.1007/0-387-24565-0_7

Cited by 29 publications

(16 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Two Hong Kong studies illustrate the point. McNeill (2005) found that novice NNESTs in Hong Kong were more able to predict lexical difficulties in pedagogical texts for Cantonese-speaking students than both novice and expert NESTs. Cheung and Braine (2007) surveyed undergraduate university students and found that NESTs were appreciated for their proficiency, fluency and cultural knowledge, whereas NNESTs were appreciated for their empathy, shared cultural background and stricter expectations.…”

Section: Local and Non-local Nnestsmentioning

confidence: 90%

Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools

Benson

2012

Language Teaching Research

View full text Add to dashboard Cite

The literature on non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs) tends to focus on their respective strengths, the main strengths of NNESTs being their experience of learning English as a second language and their familiarity with their students’ language and educational background. This article proposes a further distinction between NNESTs who are local to their teaching settings, and ‘non-local NNESTS’, who are at risk of falling between the cracks of the NNEST–NEST distinction if they do not share their students’ first language and educational background. It also argues that the strengths of NNESTs and NESTs (local or non-local) are not intrinsic to these categories, but instead serve as contexts of discourse in which teachers construct their ‘authority’ to teach English in particular settings. A case study of two non-local NNESTs in their final year of a pre-service teacher education degree in Hong Kong explores how they struggled to construct authoritative identities as English teachers in the context of discourses that primarily validate the status of NESTs and local NNESTs. It concludes by calling for a more nuanced view of the NNEST–NEST distinction and for further fine-grained studies of the experiences of local and non-local NNESTs elsewhere in the world.

show abstract

Section: Local and Non-local Nnestsmentioning

confidence: 90%

Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools

Benson

2012

Language Teaching Research

View full text Add to dashboard Cite

show abstract

“…After these reflections and discussions, several studies were conducted that investigated the linguistic and pedagogical differences that may exist between native and non-native English-speaking teachers. In comparing expert and novice NSs and NNSs in an EFL context, for example, McNeill (2005) noticed that novice Chinese NNS teachers were very skilled at predicting which words would be easy and difficult to understand for Cantonese-speaking EFL students. Conversely, both expert and novice NS teachers were quite incapable of making accurate predictions.…”

Section: Research On Non-native Speakers English Teachers: Issues Andmentioning

confidence: 99%

Non-native English-speaking English language teachers: History and research

Moussu

Llurda²

2008

Lang. Teach.

372

213

View full text Add to dashboard Cite

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

show abstract

“…Pennycook (2004) challenges this idea of fixed linguistic identity based on race, culture and location and highlights the need to cut this umbilical cord attached to the womb of colonialism. McNeill (2005) echoes similar idea about differences between an NEST and an NNEST where being native speaker of a language is more of societal belonging, http://journals.uob.edu.bh identification to locale, and birth right than proficiency and competency. Medgyes (1992), after objectively examining different variables on the basis of which native and non-native speaking teachers are more commonly judged, came to the conclusion that NNESTs and NESTs can perform with equal professional competence as the only variable that is inherently advantageous for NESTs is natural competence of language, which Davies (1991in Faez, 2011 defines as "the language learnt first,……the bio-developmental definition".…”

Section: Nativeness Vs Non-nativeness In Eltmentioning

confidence: 62%

“Non-nativeness” and Its Critical Implications on Non-Native English Speaking Teachers in an L1 Context

Awan¹

2014

IJBMTE

View full text Add to dashboard Cite

This research paper focuses on critical implications of the concept of 'non-nativeness' on NNESTs (Non-native English Speaking Teachers) in terms of hiring and employability, their identity as teachers, and perceptions surrounding their proficiency. This small-scale study presents findings and critical analyses on the basis of interviews conducted with a group of NNESTs in an L1 (English is spoken as the first language) situation and with a critical agenda to explore their perceptions about their employability, their identity as teachers, and their proficiency. The study suggests that NNESTs undergo a period of realization through fear of being a non-native, expectations of being accepted, conformation to commonly accepted standards, and measuring success by means of standardized modus operandi of performance evaluation and teaching methodology. The research concludes with presenting some tools and instruments to empower NNESTs teaching in an L1 situation in general and in the context under study, in particular.

show abstract

Non-Native Speaker Teachers and Awareness of Lexical Difficulty in Pedagogical Texts

Cited by 29 publications

References 4 publications

Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools

Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools

Non-native English-speaking English language teachers: History and research

“Non-nativeness” and Its Critical Implications on Non-Native English Speaking Teachers in an L1 Context

Contact Info

Product

Resources

About