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The default mode network: where the idiosyncratic self meets the shared social world
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In: Nat Rev Neurosci (2021)
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Shared and Idiosyncratic Neural Processing of Naturalistic Communication in the Default Mode Network
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Bridging the Terminological Gap on Verbal Aspect in Koine Greek and Linguistics
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In: Liberty University Research Week (2020)
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Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries
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Shared understanding of narratives is correlated with shared neural responses
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TESOL Teachers’ Engagement with the Native Speaker Model: How Does Teacher Education Impact on Their Beliefs?
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Abstract:
This research investigates non-native English teachers’ engagement with the native speaker model, i.e. whether they agree/disagree with measuring English teaching and learning performance against native speaker standards. More importantly, it aims to unearth the impact of teacher education on teachers’ attitudes and beliefs about “native-speakerness”. Data were gathered from an online survey delivered to 85 Vietnamese TESOL teachers who had completed one of 19 Master’s level TESOL programmes offered overseas and in Vietnam, followed by in-depth interviews with 20 participants. The results revealed that teacher education strengthened the teachers’ beliefs about the linguistic diversity of English and led them to question the native and non-native divide by providing relevant input and opportunities to engage in critical discussion on nativeness, as well as fruitful learning experience. However, language proficiency is an area where “native-speakerness” still dominates, and where teacher education did not exert much influence. These findings shed light on the role of TESOL teacher training in influencing teacher beliefs about the native speaker model, and suggest that teacher education programmes dedicate more space for teachers to critically explore the construct of language teacher proficiency. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
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Keyword:
Curriculum and Pedagogy not elsewhere classified
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URL: https://doi.org/10.1177/0033688217690066
http://hdl.handle.net/10072/342973
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A micro-analysis of embodiments and speech in the pronunciation instruction of one ESL teacher
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In: Nguyen, Mai-Han. (2016). A micro-analysis of embodiments and speech in the pronunciation instruction of one ESL teacher. Issues in Applied Linguistics. Retrieved from: http://www.escholarship.org/uc/item/993425h1 (2016)
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Examining the Social Participation Structures and the Subject Matter Task Structures of Class Activities in an Adult ESL Classroom
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In: Nguyen, Mai-Han. (2014). Examining the Social Participation Structures and the Subject Matter Task Structures of Class Activities in an Adult ESL Classroom. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/7sk3g2z8 (2014)
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Examining the Social Participation Structures and the Subject Matter Task Structures of Class Activities in an Adult ESL Classroom
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Information and Communication Technology for French and English Speaking Postsecondary Students with Disabilities: What are Their Needs and How Well are These Being Met?
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In: Exceptionality Education International (2010)
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Mentoring preservice EFL primary teachers
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In: School of Education (2007)
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