By George Braine
Based on present estimates, approximately 80 percentage of English lecturers around the globe are nonnative audio system of the language. The nonnative speaker flow started a decade in the past to counter the discrimination confronted by means of those academics and to champion their explanations. because the first single-authored quantity at the subject because the start of the move, this booklet fills the necessity for a coherent account that: lines the origins and progress of the circulation summarizes the study that has been carried out highlights the demanding situations confronted by way 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 circulate. This publication celebrates its first decade and charts a path for its development and improvement.
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Additional info for Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth (ESL & Applied Linguistics Professional Series)
For instance, 68% of the students said that they could learn English just as well from a NNS as from a native speaker, 79% expressed admiration and respect for their NNS teachers, and as many as 84% of the students expected their class with a NNS teacher to be a positive experience. ) Time and exposure to the teachers only made the students’ opinions more positive by the end of the semester. ” only 56% of the students had answered “yes” at the beginning of the semester. By the end of the semester, 76% had answered “yes” to the same question.
Speciﬁcally, the questions relating to self-perceptions asked the subjects to rate their English language skills in comparison with native English speakers, their perceived Self-perceptions of NNS English Teachers 27 professional problems, their frequency of interaction with local and foreign TESOL communities, and their perceptions of their own status within the ELT community—whether their NNS status facilitated or hindered them, or if they perceived discrimination. Most subjects had completed their education in Turkey and all had completed graduate degrees in Turkey or abroad.
They reﬂected upon their own teachers in the past and on their own learning and are able to select the “good” and incorporate them into their teaching. The third manner in which the three teachers drew upon their secondlanguage learning experience was the ability to view the English language from the perspective of NNS. For instance, they have learned the grammar, unlike NS who may have acquired it unconsciously; NS know what “sounds right” but may be unable to explain it in a classroom. ” Fourth, the subjects were able to relate what they have learned in TESOL or linguistics (in teacher training courses, for instance) to their own learning of English.