The South Carolina/Spain Visiting Teacher Program

Finney, Pamela B.; Torres, Jess; Jurs, Stephen G.

doi:10.1080/00098650209604957

Cited by 6 publications

(9 citation statements)

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“…There is a difference of opinion in the literature regarding advice on whether those experiencing cultural adjustment difficulties should seek support from co-nationals. Some believe in the positive influence of support from co-nationals, who have experienced similar reactions (Adelman, 1988;Dunn, 2011;Fee, 2011;Finney et al, 2002;Sykes and Eden, 1987;Ward and Kennedy, 1993). Others believe support from co-nationals intensifies the feeling of homesickness and being out-of-place in the new cultural context (Brown and Holloway, 2008;O'Neill and Cullingford, 2005;Pedersen et al, 2011;Roskell, 2013;Weaver, 1986).…”

Section: Support For Those Facing Challenges Related To the New Culturementioning

confidence: 99%

Challenges facing teachers new to working in schools overseas

Halicioglu¹

2015

Jnl of Research in Internatl Education

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This article considers the potential challenges facing teachers moving abroad for the first time, both professional challenges in their school and personal challenges in their private life. It suggests that such teachers embarking on a professional adventure overseas would benefit from careful consideration of the kind of school they will thrive in, mindful preparation for the move to a foreign country, and an awareness that they will experience some form of culture shock. It identifies areas requiring further academic research into the issue.

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Section: Support For Those Facing Challenges Related To the New Culturementioning

confidence: 99%

Challenges facing teachers new to working in schools overseas

Halicioglu¹

2015

Jnl of Research in Internatl Education

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“…However, little is known about the recruitment of NNESTs who move from their home countries in the outer or expanding circles to teach in inner circle countries, and in particular about the political, economic, and social processes that take them to these countries and later enable them to either stay or return to their countries of origin. Among the few studies examining this issue is a study on the employability of NNESTs in the United Kingdom (Clark & Paran, ), a study on trend analysis of job advertisements in English language teaching (ELT) (Selvi, ), and a study of a South Carolina–Spain visiting teacher program (Finney, Torres, & Jurs, ). Studies that have reported the experiences of NNES students in TESOL programs in inner circle countries like the United States have also illustrated the possibilities and challenges of the transnational journeys of NNES individuals (see Park, ).…”

Section: Nnests and International Teacher Recruitment In The Literaturementioning

confidence: 99%

The Making of an International Educator: Transnationalism and Nonnativeness in English Teaching and Learning

Solano-Campos

2014

TESOL Journal

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In the last decade, international teacher recruitment has accounted for an unprecedented number of nonnative‐English‐speaking teachers (NNESTs) from around the world hired to work in public schools in urban areas in the United States. However, the worldwide trend of international teacher recruitment, and its implications for issues of language, power, and identity involving NNESTs in the United States, continue to be an underrepresented area of study. In this article, the author looks at her own journey as a Costa Rican English teaching professional recruited to work as a teacher of English for speakers of other languages (ESOL) in the United States. Using critical applied linguistics, she framed this study within the theories of linguistic imperialism and World Englishes. Through autoethnography, and more specifically narrative inquiry, she illuminates the local processes of socialization and globalization that contributed to her participation in the phenomena of international teacher recruitment, and reflects on her contestation and appropriation of the various linguistic and racial positionings that she experienced as a NNEST from Latin America in the United States and back in her country of origin. This article portrays the process of boundary‐crossing and identity expansion of one NNEST going back and forth between countries in the expanding and inner circles of World Englishes.

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“…Only two empirical studies could be found on international teacher recruitment. Finney, Torres, and Jurs (2002) studied Spanish teachers in South Carolina and Hutchinson (2005) followed international teachers at a private school in the South. The teachers they studied experienced difficulties with classroom management and discipline; lack of awareness about school procedures and policies; new instructional strategies, curricula, and philosophies; and culture shock.…”

Section: Commodifying Recruitment: International Teachers In Us Schmentioning

confidence: 99%

“…The teachers they studied experienced difficulties with classroom management and discipline; lack of awareness about school procedures and policies; new instructional strategies, curricula, and philosophies; and culture shock. Yet Finney et al (2002) concluded that the program results were “overwhelmingly positive,” and the teachers, their mentors, and their principals all valued having native Spanish speakers in international language classrooms. Hutchinson’s evaluation was more measured and was partially informed by his own self-proclaimed difficulties as an international teacher from Ghana and his inability to communicate effectively with his secondary science students.…”

Section: Commodifying Recruitment: International Teachers In Us Schmentioning

confidence: 99%

Global Village Versus Culture Shock

Dunn

2011

Urban Education

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Though international teachers have been present in U.S. schools for decades, their recruitment for urban schools as a response to the supposed teacher shortage is a relatively new phenomenon with little research to support it. This study examines international teachers’ recruitment and preparation for urban environments. Informed by classroom observations and in-depth interviews with teachers, administrators, and recruitment agency personnel, this collective case study finds that there are distinct benefits and challenges of recruitment and that recruitment procedures and lack of preparation for U.S. schools add to teachers’ challenges. Recommendations are included for future research, teacher education, and policy.

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The South Carolina/Spain Visiting Teacher Program

Cited by 6 publications

References 0 publications

Challenges facing teachers new to working in schools overseas

Challenges facing teachers new to working in schools overseas

The Making of an International Educator: Transnationalism and Nonnativeness in English Teaching and Learning

Global Village Versus Culture Shock

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