The Native Speaker Programme – The Coin has Two Sides

Senom, Fatiha; Othman, Juliana; Siraj, Saedah

doi:10.17576/3l-2016-2202-10

Cited by 2 publications

(2 citation statements)

References 30 publications

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“…Misha was also uncertain if the higher bodies were supportive of the development of English language proficiency, as the type of materials assigned did not meet the needs of the students. Furthermore, the presence of an ETA seemed redundant in Misha's context (for another example in the Malaysian context, see Senom, Othman & Siraj 2016). Misha's professionalism, though, became apparent through the local contextualization of materials and pedagogical approaches to address the needs of the local setting.…”

Section: Discussionmentioning

confidence: 99%

Examining English Teacher Professionalism through Dialogic Narrative Inquiry: A Case from Sabah, Malaysia

Loo

2018

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This study reports the examination of the professionalism of a local English teacher in Sabah, Malaysia, through dialogic narrative inquiry. The purpose of this examination is to understand ways in which professionalism of a local English teacher in a setting where English is minimally spoken is enacted in light of different social entities and objects, as well as prescriptive expectations. Narratives from the teacher, Misha, concerning her teaching were collected over seven months. Subsequently, the narratives were restoried by the researcher and Misha over four months, resulting in narrative constellations which described variables that affected Misha professionally. The constellations are Misha's self, her students, her colleagues and the English Teaching Assistant, as well as the prescribed materials and pedagogy. The findings support the notion that teacher professionalism is a dynamic and multi-faceted construct. Furthermore, the study provides an avenue for the legitimization of an English language teacher through thoughts and actions reflected through narratives.

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Section: Discussionmentioning

confidence: 99%

Examining English Teacher Professionalism through Dialogic Narrative Inquiry: A Case from Sabah, Malaysia

Loo

2018

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“…Since the Pro-ELT Programme is in partnership with the British Council, there has been a growing chorus of concern regarding the quality of British Senom, Othman and Siraj (2016) discovered that some of the trainers in the Native Speaker Programme (NSP) were found to be inconsiderate, intimidating and unaware of the local teachers' struggles to effectively deliver English lessons. In support of that, Halim (2016) disclosed that there were incidents manifested in the acts of sleeping in the class, changing their teaching options from English to the Malay language teaching and to the extent asking for transfer to other school owing to the fear and discomfort of being observed while teaching.…”

Section: Introductionmentioning

confidence: 99%

Looking through the Lenses of Non-Native English Teachers: Native English Trainers in the Pro-ELT Programme

Sukri¹,

Yunus²

2018

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The world has held a strong predisposition towards native English-speaking teacher trainers in an endeavour to leapfrog the competencies of non-native English-speaking teachers. In the Malaysian context, realizing the acute decline in English proficiency among English teachers, the Ministry of Education recruited native English-speaking trainers through the implementation of an in-service training programme or better known as Pro-ELT (Professional Up-skilling for English language teachers). However, there have always been mixed results in regard to the outcomes of the Pro-ELT Programme. To this view, the study employed individual semi-structured interviews which were conducted with 5 Pro-ELT programme participants. The findings illuminated that all the study participants held positive perceptions of their native English-speaking trainers in the Pro-ELT Programme mainly because of their competencies, exemplary qualities and the confidence that they cultivated in the participants to communicate in English. Nevertheless, there is clamour for the recruitment of local trainers to better optimize the impact of the Pro-ELT Programme. Implications of the study and suggestions for future research are also discussed.

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The Native Speaker Programme – The Coin has Two Sides

Cited by 2 publications

References 30 publications

Examining English Teacher Professionalism through Dialogic Narrative Inquiry: A Case from Sabah, Malaysia

Examining English Teacher Professionalism through Dialogic Narrative Inquiry: A Case from Sabah, Malaysia

Looking through the Lenses of Non-Native English Teachers: Native English Trainers in the Pro-ELT Programme

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