Native English Speaking Teachers' (NESTs') Teaching Practices in English Reading Classes for University Students
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This paper investigated what types of classroom practices were being used in reading classes with native English speaking teachers. With the issues of NESTs' quality of teaching and lack of experience teaching reading over conversational English, understanding what went on in the actual classroom was urgently needed. Seven NESTs' classrooms were observed for teaching practices and were analyzed for their productivity. Findings covered: 1) meaning-oriented discussion; 2) accuracy over fluency; 3) no comprehension check as failed literacy pedagogical content knowledge; 4) activities without clear linguistic goals. It was found that while NESTs provided rich meaning-oriented discussion, they lacked their monitoring of students' comprehension and did not design class activities with strong linguistic goals. They tended to concentrate on accuracy over fluent reading. Based on these findings, the educational implications for NEST training and model classroom practices were suggested
Abstract
This paper investigated what types of classroom practices were being used in reading classes with native English speaking teachers. With the issues of NESTs' quality of teaching and lack of experience teaching reading over conversational English, understanding what went on in the actual classroom was urgently needed. Seven NESTs' classrooms were observed for teaching practices and were analyzed for their productivity. Findings covered: 1) meaning-oriented discussion; 2) accuracy over fluency; 3) no comprehension check as failed literacy pedagogical content knowledge; 4) activities without clear linguistic goals. It was found that while NESTs provided rich meaning-oriented discussion, they lacked their monitoring of students' comprehension and did not design class activities with strong linguistic goals. They tended to concentrate on accuracy over fluent reading. Based on these findings, the educational implications for NEST training and model classroom practices were suggested
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