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EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
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In: Australian Journal of Teacher Education (2021)
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The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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American Indian Culture and Secondary Science Curricula: Examining the Confluence of Native Epistemologies and U.S. Public Education Science Standards
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In: Theses and Dissertations (2021)
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Investigating the Ontario FSL High School Curriculum: An Exploratory Case Study of Non-Native French-Speaking Teachers’ Cultural Practices ...
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BUILDING THE NEST: HOW NATIVE ENGLISH SPEAKING TEACHERS (NESTs) IN THE TEFL FIELD DEVELOP INTERCULTURAL COMPETENCE
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In: College of Education Theses and Dissertations (2019)
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Native-speakerism and professional teacher identity in L2 pronunciation learning
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 241-251 (2019) (2019)
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SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) ...
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Die Staatliche Europa-Schule Berlin
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In: Europäische Erziehung 48 (2018) 1, S. 12-16 (2018)
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SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI)
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| 11 |
Four-Character Idioms in Advanced Spoken Chinese: Perception and Reaction of Native Speakers and A Pedagogy of C2 Expectations
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1471797737 (2016)
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Circulation of the Native Language in ESL Environments: Correlations Between L1 Perceptions and L1 Use in the English Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461932305 (2016)
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Romani pupils in Slovakia. Trapped between Romani and Slovak languages ...
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| 14 |
Forms of cooperative learning in language teaching in Slovenian language classes at the primary school level ... : Sodelovalne ucne oblike pri jezikovnem delu pouka slovenscine v osnovni soli ...
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| 15 |
Romani pupils in Slovakia. Trapped between Romani and Slovak languages
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In: ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 38 (2015) 1, S. 18-23 (2015)
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| 16 |
Forms of cooperative learning in language teaching in Slovenian language classes at the primary school level ; Sodelovalne ucne oblike pri jezikovnem delu pouka slovenscine v osnovni soli
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In: CEPS Journal 5 (2015) 3, S. 129-155 (2015)
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| 17 |
Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts
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In: Chung, Ka Hye. (2014). Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/7wr3j84g (2014)
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Abstract:
While a growing number of second language courses are taught by both native and nonnative speaker teachers, the assumption that native speakers are inherently more effective teachers is still quite prevalent, bringing challenges to the construction of nonnative speakers teachers' professional identities. This study problematizes the dominance of "nativeness" in second language learning and teaching precisely because the concept greatly influences and shapes the ways in which nonnative speaker teachers establish their expertise and credibility in the classroom. Even though issues related to these teachers are not limited to the field of teaching English as a second language, to date, the majority of studies on this topic have centered on speakers and teachers of the English language. As societies become increasingly multilingual and multicultural, however, the dichotomy between native and nonnative speakers needs to be reexamined by taking into account speakers of languages other than English. Similarly, the self-perceptions of nonnative speaker teachers need to be investigated in terms of the unequal power relations involved in the labeling of native and nonnative speakers. Using semi-structured interviews with nonnative speaker teachers of English, Spanish, Japanese, and German, this study investigates the factors that affect both teaching practice and the ongoing construction of teachers' professional identities. The most critical factor contributing to teachers' self-empowerment is the notion of their "near-nativeness," a concept which reflects their nonnativeness as well as their experiences learning a second language and their attainment of a high level of proficiency in their second language. Identifying as near-native speakers enabled and empowered teachers to confront and alter their students' prejudices and negative stereotypes about nonnative speaker teachers. At the same time teachers still report a certain degree of insecurity as nonnative speakers particularly in the presence of heritage language students in their classrooms, precisely because teachers conceived of these students as potential native speakers with more intrinsic access to the target language. The findings of this study suggest that nonnative speaker teachers can become successful teachers by embracing their nonnative speaker identities and by capitalizing on their particular awareness of the language learning process. The study findings provide insight into the construction of the professional identities of nonnative speaker teachers, thus further contributing to their self-empowerment.
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Keyword:
(Non)native language; Education; Foreign language instruction; Heritage language students; Language; Nonnative speaker teachers; Power relations; Professional identities; Teachers' self-perceptions
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URL: http://www.escholarship.org/uc/item/7wr3j84g
http://n2t.net/ark:/13030/m5698hz4
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| 18 |
An Investigation of Native and Non-Native Chinese Language Teachers and Their Pedagogical Advantages
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In: Masters Theses (2014)
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Review of: Challenging the traditional axioms: Translation into a non-mother tongue, by Nike K. Pokorn
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