Nonnative Speaker Teachers

Samimy, Keiko K.; Kurihara, Yuka

doi:10.1016/b0-08-044854-2/00614-3

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…Studies examining teachers' post-teacher-education experiences are scarce (McKay, 2000;Samimy & Kurihara, 2006). However, a limited number of studies do explore the impact of overseas teacher training programs on EFL teachers, in particular, on their teaching beliefs and practices.…”

Section: Impact Of Overseas Programs On Japanese Teachers Of Englishmentioning

confidence: 99%

The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English

Kurihara

Samimy

2007

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This study examines the impact of a U. S. teacher training program on eight Japanese English professionals' teaching beliefs and practices after the completion of the program. It also investigates the teachers' perspectives on how they resolve tensions, if any, between their teaching beliefs, Japanese teaching contexts, and new knowledge learned in the program. The data were collected mainly through qualitative methods such as multiple interviews with teachers and through document analysis. The results suggest that while the teachers considered the training experiences to be positive, they faced difficulties in applying their new knowledge in their own teaching contexts due to school, social, and cross-cultural factors. Despite the challenges, the data also revealed that the teachers attempted to negotiate the gap between expectations in these contexts and their teaching beliefs. We conclude that in order to understand the impact of teacher education programs, it is important to explore teachers' perspectives on their learning to teach. 本論文では、アメリカにおける英語教員研修が、研修後日本人英語教員の信念や授業にどのような効果をもたらすかについて８名の参加者を対象として考察する。さらに、帰国後、彼らが英語教員としての信念、日本の教育環境、研修で学んだ知識、これらの狭間で何らかの困難を経験しているかどうか、経験しているならばそれをどのように解決しよ

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Section: Impact Of Overseas Programs On Japanese Teachers Of Englishmentioning

confidence: 99%

The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English

Kurihara

Samimy

2007

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“…Since the beginning of the 1990s, increasing numbers of studies about the self-perceptions of nonnative English-speaking ESL/EFL teachers have been conducted. The scope of the studies has expanded from a native/nonnative English-speaker comparison to observation of professional behavior across different sociocultural contexts (Braine, 2005(Braine, , 2006(Braine, , 2010Moussu & Llurda, 2008;Samimy & Kurihara, 2006). The available research has shown that nonnative teachers, in particular, face the challenge of not only helping students solve problems stemming from conflicts between cultures but also develop their own intercultural identities while doing this (Moran, 2001).…”

Section: Introductionmentioning

confidence: 99%

The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

Chen¹,

Tigelaar²,

Verloop³

2016

AES

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Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.

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“…The debate about the relative merits of native-speaker (NS) and non-native-speaker (NNS) teachers of language has been passionate in language education in recent years (Braine, 1999;Kamhi-Stein, 2004b;Llurda, 2005;Moussu & Llurda, 2008;Samimy & Kurihara, 2006). Some criticize the NS versus the NNS dichotomy as overly simplistic (Kamhi-Stein, 2004a, p. 3), others warn of the dangers implicit in this dichotomy.…”

Section: Impact Of Nns Complex On 'My Way'mentioning

confidence: 99%

Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge

Sun¹

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<p>Much of L2 teacher cognition research has focused on L2 English education with native speakers teaching adult students at private institutes and tertiary levels. The present study was set up to investigate Chinese language teachers' personal practical knowledge (PPK) in teaching Chinese in New Zealand secondary schools. Taking qualitative case study as the approach, the present study selected three teachers as participants - two native Chinese speakers (immigrants) and one non-native Chinese speaker with Chinese heritage background - to explore the characteristics of their PPK, and to identify the factors shaping that PPK. The purpose of the study is to gain insight into teacher professional development processes. The data for the present study are mainly interviews with the teachers, supplemented with classroom observations of their teaching, post-lesson discussions, and my field notes. Data analysis and interpretation revealed that each teacher developed her own unique characteristic of PPK, which was captured by a dominant image, an overriding perspective that guided her practice. The factors shaping their PPK and practice are shown to be their prior knowledge, particularly ideologies originating from their native culture, their awareness of their status as native and non-native speakers, their teaching experience, and the institutional context. However, the extent of the impact on each teacher differed depending upon their personal background and level of professional development. The present study supported the view that a teacher's PPK is the dynamic integration of her prior knowledge and understanding of the situation, is oriented toward practice, and is constructed and reconstructed out of the narratives of a teacher's life. Based on this study, a number of implications have been identified for teacher development, as well as suggestions for further study of teachers' PPK.</p>

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Nonnative Speaker Teachers

Cited by 5 publications

References 23 publications

The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English

The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English

The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge

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