Studying English with Thai and native‐speaking teachers

Grubbs, Samuel J.; Jantarach, Vachira; Kettem, Supamas

doi:10.1080/13540602.2010.507966

Cited by 10 publications

(7 citation statements)

References 21 publications

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“…As Thailand is the only country in the region which was not colonized by the West (Strate, 2015) and the English language proficiency index is lower than the neighbouring countries (Educational Testing Service, 2010), the belief may be that paying for NESTs is a good investment towards improving students’ use of the English language. On the other hand, teachers who come from the same region may share common language learning styles and strategies, yet NESTs are generally still preferred because they ‘provide a degree of fluency in language classroom that is not easily replicated’ (Grubbs et al, 2010: 573).…”

Section: Discussionmentioning

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: Discussionmentioning

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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“…Ulla (2019) reported that institutions or employers often hire NETs is due to increasing authentic exposure in learning English and aim to enhance English proficiency through the exposure. After all, the NETs, have the strength of fluency and remarkable linguistic competence which NNETs often struggle to acquire (Grubbs, Jantarach, Kettem, 2010). However, NNETs often express their gratitude for receiving their salary despite the salary gap between NNETs and NETs as they already received multiple times higher salaries than in their home countries (Ulla, 2019).…”

Section: Discussionmentioning

confidence: 99%

A Story of South-East Asian Tesol Why Teach Abroad: Its Opportunities and Challenges

Sereni

Yanto

2021

JOLLT

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This study aimed to investigate a story from a South-East Asian TESOL teacher. The purpose of this study is to inspire and guide in-service and pre-service English teachers to teach EFL/ESL overseas either to native English-speaking or non-native English-speaking countries. The participant of the study is a BA TESOL Teacher from the Philippines teaching English in the Kingdom Saudi of Arabia. The data were collected through a semi-structured interview and analyzed through Braun & Clarke’s thematic analysis. The data then will be coded, read multiple times, and themes were assigned and generated. The findings describe that teaching abroad provides better prosperity and additive and transformative development for the teachers. However, teachers that aim to teach abroad should be globally accepted and possess proper identity and agency to overcome culture shock, language differences, homesickness as the common challenges of teaching abroad. Overall, teaching abroad should be considered greatly by teachers who are interested to receive a higher salary and involved various teachers’ development experience.

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“…For example, in their survey research on the self-perceptions of primary and secondary-level NES and NNES teachers, KamhiStein, Aagard, Ching, Paik, and Sasser (2004) found similar responses across these two teacher populations in terms of their relationships with colleagues, language skills, and teaching strengths. Other questionnaire studies found students' positive attitudes towards studying with NNESs (Cheung & Braine, 2007;Grubbs, Jantarach, & Kettern, 2010;Ma, 2012).…”

Section: University Of Washingtonmentioning

confidence: 93%

“…This dual image may run the risk of overlooking differences among NNES teachers. Additionally, a major limitation of the studies on non-biased attitudes toward NNES teachers lacks an in-depth analysis of local working conditions and agents' profiles (Grubbs et al, 2010;Mahboob, 2010;Moussu & Llurda, 2008;Nemtchinova, 2005). Without contextual information, it appears to be too simplistic to dislodge the hierarchy embedded in the linguistic binary that marginalizes NNES professionals in the field of English language teaching.…”

Section: University Of Washingtonmentioning

confidence: 99%

Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs

Huang

Varghese

2015

Critical Inquiry in Language Studies

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Studying English with Thai and native‐speaking teachers

Cited by 10 publications

References 21 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

A Story of South-East Asian Tesol Why Teach Abroad: Its Opportunities and Challenges

Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs

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