By George Braine
ISBN-10: 0203856716
ISBN-13: 9780203856710
ISBN-10: 0415876311
ISBN-13: 9780415876315
ISBN-10: 041587632X
ISBN-13: 9780415876322
In accordance with present estimates, approximately 80 percentage of English academics around the globe are nonnative audio system of the language. The nonnative speaker flow all started a decade in the past to counter the discrimination confronted by way of those lecturers and to champion their reasons. because the first single-authored quantity at the subject because the beginning of the circulate, this publication fills the necessity for a coherent account that: lines the origins and progress of the stream summarizes the study that has been carried out highlights the demanding situations confronted by means of nonnative speaker lecturers promotes NNS lecturers’ expert development. No dialogue of worldwide Englishes or the unfold of English the world over is now whole irrespective of the NNS move. This e-book celebrates its first decade and charts a course for its progress and improvement.
Read or Download Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth (ESL & Applied Linguistics Professional Series) PDF
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Extra resources for Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth (ESL & Applied Linguistics Professional Series)
Example text
The Portuguese speaker’s native rating was second only to that of the Standard American speaker. As for the students’ attitudes towards NS and NNS teachers, a direct correlation was seen between what the students’ perceived as a NS accent and a higher attitude rating. For instance, Students’ Perceptions of NNS English Teachers 33 a teacher considered a NS was perceived as having a higher level of education and training than a NNS teacher. In terms of teaching for fluency vs. accuracy, and teaching listening, speaking, and pronunciation, the teachers perceived as NS were preferred over NNS teachers.
The research, carried out in both ESL and EFL contexts such as Australia, Britain, Canada, Greece, Hong Kong, Hungary, Israel, Japan, Spain, Turkey, and the USA, involved teachers who were originally from Outer and Expanding Circle countries or territories such as Argentina, Azerbaijan, Brazil, Burkina Faso, China, the Czech Republic, Denmark, El Salvador, Finland, Germany, Hong Kong, Hungary, Iceland, Israel, Italy, Japan, Korea, Malaysia, Mexico, Nigeria, Poland, Reunion Islands, Russia, Slovakia, Somalia, Spain, Surinam, Sweden, Taiwan, Togo, Turkey, Vietnam, Zaire, and Zimbabwe.
Being teacher-trainers, all the subjects had graduate degrees, so this finding is only to be expected. Shortcomings of NNS English Teachers Reves & Medgyes (1994) found that the NNS English teachers were “preoccupied” with accuracy and more formal features of English (at the expense of communicative language teaching). About a third of the teachers who responded to their survey admitted to an English proficiency ranging from average to very poor, and 84% to problems with vocabulary or fluency. For nearly 75% of the respondents, these shortcomings in their language proficiency hampered their teaching.
Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth (ESL & Applied Linguistics Professional Series) by George Braine
by Daniel
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