The non-native speaker teacher

Selvi, Ali Fuad

doi:10.1093/elt/ccq092

Cited by 47 publications

(19 citation statements)

References 11 publications

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“…Because the number of nonnative‐English‐speaking teachers is increasing worldwide (Braine, ; Selvi, ), addressing teacher language anxiety is becoming more important than ever in the field of English language teaching. Thus, this exploratory study aims to investigate preservice teachers' experiences of foreign language anxiety and whether anxious preservice teachers believe their feelings of anxiety affect their teaching of the target language.…”

Section: Why May Nonnative Speaker Preservice Teachers Be Prone To Fementioning

confidence: 99%

Foreign Language Anxiety's Forgotten Study: The Case of the Anxious Preservice Teacher

Tüm¹

2014

TESOL Quarterly

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This article argues that nonnative preservice teachers are just as susceptible to foreign language anxiety as are inexperienced language learners, a claim carrying important implications for the EFL classroom. The results of the study described in this article indicate that anxious preservice teachers experience significant levels of language anxiety to a degree that may cause them to avoid using the target language and language‐intensive teaching practices in their classrooms. The article also proposes steps toward helping preservice teachers cope with and hopefully overcome their language anxiety.

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Section: Why May Nonnative Speaker Preservice Teachers Be Prone To Fementioning

confidence: 99%

Foreign Language Anxiety's Forgotten Study: The Case of the Anxious Preservice Teacher

Tüm¹

2014

TESOL Quarterly

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“…Considering the 'native' speaker to be the ideal candidate to introduce English in early years settings solely (or primarily) on the basis of their 'nativeness' is evidently at odds with such approaches and could have negative effects in terms of (a) affecting non-native English speaker teachers' (NNESTs hereinafter) self-perceived competences and inhibiting them from using or introducing English in their classrooms (see Bernat, 2009;Suarez, 2000); (b) affecting school policy by influencing decisions concerning whether to introduce English or not (if teaching staff's perceived language competences do not live up to the 'ideal native speaker' model); (c) generating discriminatory practices favouring native English speaker teachers (NESTs hereinafter) over NNESTs (see Selvi, 2010); or (d) limiting children's opportunities by failing to offer the diverse range of languages recommended within a plurilingual approach to early language education (Council of Europe, 2001). Although a considerable body of research has emerged during the first part of this century on the 'native' versus 'non-native' teacher debate (Bernat, 2009;Canagarajah, 2005;Holliday, 2006;Kiczkowiak, 2014;Medgyes, 2001;Moussu & Llurda, 2008;Selvi, 2011), work critiquing the native speaker construct dates back to the 1990s (Kramsch, 1997;Leung et al, 1997;Rampton, 1990;Valdès, 1998). The present study aims to contribute to this ongoing critique, focusing specifically on the self-perceptions and attitudes of pre-service teachers.…”

Section: Early Childhood Educationmentioning

confidence: 99%

Rethinking the ‘ideal native speaker’ teacher in early childhood education

Waddington

2021

Language, Culture and Curriculum

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Current foreign language education policies advocate plurilingual approaches to learning and teaching languages and call into question the 'ideal native speaker' as the ultimate model. Observations within a teacher training context indicate that this ideal still holds considerable weight among pre-service teachers. A study was carried out with students enrolled on the degree programme in Early Childhood Education at a university in Catalonia to explore the extent to which the 'ideal native speaker' model prevails within this community. The study analysed data from different instruments applied within the context of a core module which includes an innovative approach to embedding English as a foreign language in the early years. Findings confirm the prevalence of the model and reveal beliefs and assumptions which not only perpetuate the ideal itself, but also reinforce disempowering and discriminatory attitudes which are incongruent with current policies regarding language education. Changes reported in post-intervention findings highlight the need to develop reflective skills alongside linguistic and didactic competences in Early Childhood EFL Education. One of the main contributions of the study is its identification of deficit views of non-specialist teachers and its call for collaborative practice in which all linguistic abilities have a place.

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“…It should be noted that the TESOL profession has long suffered from subscribing to the dominant either/or discourse (i.e., NEST or NNEST). Therefore, one of the overarching aims of the NNEST movement is to establish a more encompassing both/and discourse (i.e., NEST and NNEST) (Selvi, ). Whereas it should be acknowledged that raising awareness, engaging in advocacy, and demonstrating activism about the issues related to NNESTs have been among the integral motivations of the NNEST movement (Selvi, ), the broadening scope of the movement encompasses the establishment of cooperation and collaboration among NESTs and NNESTs and legitimate involvement by all professionals for a more participatory future in our profession.…”

Section: Common Myths and Misconceptionsmentioning

confidence: 99%

Myths and Misconceptions About Nonnative English Speakers in the TESOL (NNEST) Movement

Selvi¹

2014

TESOL Journal

125

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Parallel to the growing recognition of English as an international language, the fundamental premises of the TESOL discipline (e.g., the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variety/ies to be taught, monolingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization over the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding nonnative speakers in the field of TESOL, it also meant the emergence of a series of unfounded ideas or false beliefs about nonnative English speakers in the TESOL (NNEST) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current article aims to clarify a number of important issues and shed a light onto the past, present, and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity, participation, and professionalism. doi: 10.1002/tesj.158He drew a circle that shut me outHeretic, rebel, a thing to flout. But love and I had the wit to win: We drew a circle and took him in! -From the poem "Outwitted" by Edwin Markham

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The non-native speaker teacher

Cited by 47 publications

References 11 publications

Foreign Language Anxiety's Forgotten Study: The Case of the Anxious Preservice Teacher

Foreign Language Anxiety's Forgotten Study: The Case of the Anxious Preservice Teacher

Rethinking the ‘ideal native speaker’ teacher in early childhood education

Myths and Misconceptions About Nonnative English Speakers in the TESOL (NNEST) Movement

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