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Non-Native English Teachers’ Benefits and Challenges

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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)

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