Non-Native English Teachers’ Benefits and Challenges
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Over the past 30 years, language education research has focused on how non-native English speaking teachers (NNESTs) perceive themselves and/or how students perceive NNESTs. The purpose of this study is to review and synthesize the research on the NNESTs based on a body of research accumulated over the last 30 years. For the purpose of the present study, two research questions are developed: what are NNESTs’ perceived benefits and challenges and what are the contributions and needs of research on NNESTs. Educational Resources information Center (ERIC), Educational Research Complete, and Educational Full Text have been used as database, published between 1990 to March 2020. The review of literature identified NNEST’s advantages as using the first language, grammar teaching, understanding two cultures and being a role model for language learners while their challenges could be related to accented pronunciation and relationship with peer teachers. By critical review of research, the researcher found that the body of NNESTs’ research questioned superiority of NEST in language teaching and misconceptions of NNESTs and NESTs. In contrast, pedagogical implications and empirical studies on how NNESTs and NESTs are different in the actual classroom context are needed for future research.
Abstract
Over the past 30 years, language education research has focused on how non-native English speaking teachers (NNESTs) perceive themselves and/or how students perceive NNESTs. The purpose of this study is to review and synthesize the research on the NNESTs based on a body of research accumulated over the last 30 years. For the purpose of the present study, two research questions are developed: what are NNESTs’ perceived benefits and challenges and what are the contributions and needs of research on NNESTs. Educational Resources information Center (ERIC), Educational Research Complete, and Educational Full Text have been used as database, published between 1990 to March 2020. The review of literature identified NNEST’s advantages as using the first language, grammar teaching, understanding two cultures and being a role model for language learners while their challenges could be related to accented pronunciation and relationship with peer teachers. By critical review of research, the researcher found that the body of NNESTs’ research questioned superiority of NEST in language teaching and misconceptions of NNESTs and NESTs. In contrast, pedagogical implications and empirical studies on how NNESTs and NESTs are different in the actual classroom context are needed for future research.
참고문헌 (56)
- Amin, N., "Race and the identity of the nonnative ESL teacher", TESOL Quarterly, 31, pp.580~583 (1997)
- Aneja, G. A., "(Non)native speakered : Rethinking(non)nativeness and teacher identity in TESOL teacher education", TESOL Quarterly, 50(3), pp.572~596 (2016)
- Arva, V., "Natives and non-natives teachers in the classroom", System, 28, pp.355~372 (2000)
- Bayyurt, Y., "Non-native English language teachers’ perspective on culture in English as a Foreign Language classroom", Teacher Development, 10, pp.233~247 (2006)
- Benke, E., "Non-native language teachers:Perceptions, challenges, and contributions to the profession", pp.195~216 (2005), Springer
- Braine, G., "Non-native educators in English language teaching" (1999), Lawrence Erlbaum
- Braine, G., "Non-native speakers English teachers: Research, pedagogy, and professional growth" (2010), Routledge
- Butler, Y. G., "How are nonnative-English-speaking teachers perceived by young learners?", TESOL Quarterly, 41, pp.731~755 (2007)
- Canagarajah, A. S., "Non-native educators in English language teaching", pp.77~92 (1999), Lawrence Erlbaum
- Canagarajah, A. S., "Resisting linguistic imperialism in English teaching" (1999), Oxford University Press
- Canagarajah, A. S., "Handbook of research in second language teaching and research", pp.931~949 (2005), Lawrence Erlbaum
- Capps, R., "The new demography of America’s schools", The Urban Institute, ~ (2005)
- Cook, V., "Non-native language teachers: Perceptions, challenges, and contributions to the profession", pp.47~61 (2005), Springer
- 전선영, "Native English-speaking Teachers and Korean English Teachers: A Qualitative Analysis of Korean University Students’ Beliefs", 외국어교육연구, 29(3), pp.181~203 (2015), 외국어교육연구소[DOI]
- Debreli, E., "Perceptions of Non-Native EFL Teachers' on L1 Use in L2 Classrooms : Implications for Language Program Development", English Language Teaching, 9(3), pp.24~32 (2016)
- Ellis, E., "The invisible multilingual teacher: The contribution of language background to Australian ESL teachers’ professional knowledge and beliefs", The International Journal of Multilingualism, 1, pp.90~108 (2004)
- England, L., "A survey of foreign students and MA-TESOL programs", Presented at the Teachers of English to Speakers of Other Languages Conference (1989)
- Gan, Z., "Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face?", Australian Journal of Teacher Education, 38(3), pp.92~107 (2013)
- Janzen, J., "Preparing teachers of second language reading", TESOL Quarterly, 41, pp.707~729 (2007)
- Kachru, B. B., "World Englishes: Approaches, issues, and resources", Language Teaching, 25, pp.1~14 (1992)
- Kamhi-Stein, L., "Learning and teaching from experience:Perspectives on nonnative English-speaking professionals", pp.81~99 (2004), University of Michigan Press
- Kamhi-Stein, L., "Listening to the voices of NNS teachers and teacher trainees", Paper presented at the annual meeting of the California Teachers of English to Speakers of Other Languages (1998)
- Kelch, K., "ESL students’ attitudes toward native- and nonnative-speaking instructors’ accents", CATESOL Journal, 14, pp.57~72 (2002)
- 김정인, "Teachers’ Perceptions of MA TESOL Programs in Korea", 외국어교육연구, 33(3), pp.175~192 (2019), 외국어교육연구소[DOI]
- Kramsch, C., "The privilege of the nonnative speaker", PMLA, 112, pp.359~369 (1997)
- Kramsch, C., "Language and Culture" (1998), Oxford University Press
- Lasagabaster, D., "Non-native language teachers: Perceptions, challenges, and contributions to the profession", pp.217~242 (2005), Springer
- Lazaraton, A., "Incidental displays of cultural knowledge in the non-native-English-speaking teacher’s classroom", TESOL Quarterly, 37, pp.213~245 (2003)
- Lee, I., "Can a nonnative English speaker be a good English teacher?", TESOL Matters, 10, pp.19~ (2000)
- Liang, K., "English as a second language (ESL) students’ attitudes towards nonnative English-speaking teachers’ accentedness", 석사, pp.2002
- Liu, J., "Non-native educators in English language teaching", pp.159~177 (1999), Lawrence Erlbaum
- Llurda, E., "Non-native language teachers: Perceptions, challenges, and contributions to the profession" (2005), Springer
- Mahboob, A., "Status of nonnative English-speaking teachers in the United States", 박사, pp.2003
- Maum, R., "A comparison of native and nonnative English-speaking teachers’ beliefs about teaching English as a second language to adult English language learners", 박사, pp.2003
- McNeill, A., "Non-native language teachers: Perceptions, challenges, and contributions to the profession", pp.107~128 (2005), Springer
- Medgyes, P., "The non-native teacher" (1994), Macmillan
- Modiano, M., "Non-native language teachers: Perceptions, challenges, and contributions to the profession", pp.25~43 (2005), Springer
- Morita, N., "Negotiating participation and identity in second language academic communities", TESOL Quarterly, 38, pp.573~603 (2004)
- Moussu, L., "English as a second language students’ reaction to nonnative English-speaking teachers", 석사, pp.2002
- Moussu, L., "Native and non-native English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices", 박사, pp.2006
- Moussu, L., "Non-native English-speaking English language teachers : History and research", Language and Teaching, 41, pp.315~348 (2008)
- Munro, M. J., "Phonology and second language acquisition", pp.193~218 (2008), John Benjamins
- Newman, K. L., "What difference does it make? Nonnative English speaking teachers in K-12 school settings", 박사, pp.2005
- "The growing numbers of limited English proficient students 1995-1996 2005-2006" (2008)[URL]
- Pacek, D., "Non-native language teachers: Perceptions, challenges, and contributions to the profession", pp.339~360 (2005), Springer
- Pavlenko, A., "“I never knew I was bilingual”: Re-imagining teacher identities in TESOL", Journal of Language, Identity & Education, 4, pp.251~268 (2003)
- Pennycook, A., "The cultural politics of English as an international language" (1994), Longman
- Phillipson, R., "Linguistic imperialism" (1992), Oxford University Press
- Rajagopalan, K., "Non-native language teachers: Perceptions, challenges, and contributions to the profession", pp.283~303 (2005), Springer
- Rao, Z., "Native and non-native teachers’ perceptions of error gravity: The effects of cultural and educational factors", The Asia-Pacific Education Researcher, 26(1), pp.51~59 (2017)
- Seidlhofer, B., "English as a lingua franca", ELT journal, 59(4), pp.339~341 (2005)
- Norton, B., "The identity of the Nonnative ESL teachers on the power and status of nonnative ESL teachers", TESOL Quarterly, 31(1), pp.577~579 (1997)
- Uchida, Y., "Non-native English teachers' confidence in their own pronunciation and attitudes towards teaching : A questionnaire survey in Japan", International Journal of Applied Linguistics, 30(1), pp.19~34 (2020)
- Ulate, V. N., "Insights towards native and non-native ELT educators", Bellaterra Journal of Teaching, Learning Language and Literature, 4(1), pp.56~79 (2011)
- Urzua, A., "Reflection and professional identity in teachers’ future-oriented discourse", Teaching and Teacher Education, 24, pp.1935~1946 (2008)
- Varghese, M., "Theorizing language teacher identity: Three perspectives and beyond", Journal of Language, Identity & Education, 4, pp.21~44 (2005)
