The distinctive characteristics of foreign language teachers

Abstract

This paper aims to extend our understanding of what it means to be a language teacher by examining ways in which language teachers are seen to be different to teachers of other subjects. Language teachers’ distinctiveness was defined by over 200 practising and prospective language teachers from a range of contexts, and the analysis also included the opinions of specialists in mathematics, history, science and chemistry on the extent to which characteristics claimed to be distinctive of language teachers applied to these other subjects. The findings of the study suggest that language teachers are seen to be distinctive in terms of the nature of the subject, the content of teaching, the teaching methodology, teacher-learner relationships, and contrasts between native and non-native speakers. The study also raises methodological and conceptual issues of relevance to further research into this area. Key amongst these are the need to define language teachers’ distinctive characteristics with reference to specific contexts rather than globally, the importance of comparisons between insider views on such distinctiveness and those from outside language teaching, and the value of comparative studies of actual classroom practices of language teaching and other subjects.

Vol. 2, No. 4, in December 2009

“…They also admitted that English language teachers differed from the teachers of other fields in exploiting different teaching methods. Unlike the findings of Borg (2006), the participants were not concerned about unanimity of subject and the medium but, both the teachers and the learners believed that teaching a language other than students' mother tongue is very special about the language teachers and distinguishes them from the other teachers. However, only the learners felt that English language teachers should have closer and more positive relationship with their students and should also be open to a variety of thoughts, suggestions and criticisms.…”

“…English language teachers were also supposed to have closer, more relaxed, and generally more positive relationships with learners in comparison to other teachers. One further source of distinction between English language teachers and teachers of other fields was that the former's language proficiency and command of the language was usually compared to that of native speakers of the target language (Borg, 2006). However, it is not clearly stated if this final point is a merit or a demerit for language teachers.…”

“…In an attempt to understand what it means to be a foreign language teacher and in what sense they are different from other teachers, Borg (2006) examined the definitions of over 200 practicing and prospective English language teachers from a variety of contexts about the distinction between language teachers and those of other fields. His analysis also included the opinions of mathematics, history, science and chemistry teachers on the extent to which characteristics claimed to be distinctive of language teachers applied to their own subjects.…”

“…Some researchers believe that it is the nature of the subject matter that makes language teachers different from teachers of other fields (Hammadou & Bernhar, 1987). Some others even go beyond this and claim that diverse subject matters are not the only distinction between teachers of various subjects (Borg, 2006). Rather a teacher's beliefs, perceptions and assumptions about teaching and teacher efficacy affect the way he/she understands and organizes instruction (Chacón, 2005).…”

Assessing the Impact of 240-Credit-Hour Programme for Urban Primary School Teachers of English in China

“…They maintain active pupils' involvement. They have come to realize the learner-centress as a characteristic of expert teachers (Borg, 2006). This goes together with a shift in the pedagogical paradigm from teaching as "transmission of knowledge" to teaching that "activates" the learner.…”