5. Researching Non-native Speakers’ Views Toward Intelligibility and Identity: Bridging the Gap Between Moral High Grounds and Down-to-Earth Concerns

Li, Chor Shing David 李楚成

doi:10.21832/9781847691231-008

Cited by 89 publications

(63 citation statements)

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“…This is in line with Li's research on the Chinese context, where it was found that EIL cannot be viewed as linguistic imperialism, as speakers are not forced to use it, rather they voluntarily choose to use English to benefit themselves (Li 2009). …”

Section: English As a Medium Of Instruction In Indonesian Higher Educsupporting

confidence: 86%

English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions

Dewi¹

2017

Multilingual Education

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In light of the Indonesian Higher Education Ministry's recent plan to make English interaction amongst university students compulsory, this chapter addresses perceptions of English medium instruction (EMI) in Indonesian Higher Education, focusing on lecturers of English and other subjects. Employing a mixed-methods approach with emphasis on qualitative data, the study involves participants who are based at public and private universities of both secular and religious orientation. Three themes form the basis of this study: perceptions of EMI, English in relation to national identity, and English in relation to the West. Data collection was conducted through questionnaires and individual interviews. The results reveal that perceptions of EMI at the tertiary level in Indonesia are complex, involving not only linguistic matters, but also larger issues such as national identity and sentiment towards English as an instructional language originating in the West.

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Section: English As a Medium Of Instruction In Indonesian Higher Educsupporting

confidence: 86%

English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions

Dewi¹

2017

Multilingual Education

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“…Particularly in countries or regions with strong historical or institutional ties with the English language, greater numbers of foreignaccented speakers express a preference for retaining their variety of English. For example, Li (2009) showed that approximately 20% of Hong Kong speakers surveyed preferred to retain their HK-accented English and identity, so long as they remained intelligible to others, rather than trying to imitate native 'standards'. Researchers working in the area of lingua franca have argued that FA is not a problem as long as it does not impair communication (Jenkins, 2007;Seidlhofer, 2001).…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards foreign accents among adult multilingual language users

Dewaele

McCloskey

2014

Journal of Multilingual and Multicultural Development

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The present study investigates inter-individual variation (linked to personality traits, multilingualism and sociobiographical variables) in the attitudes that 2035 multilinguals have of their own and others' Foreign Accent (FA). Data were collected through an on-line questionnaire. We found that extraverted multilinguals, who were emotionally stable and tolerant of ambiguity were significantly less bothered by the FA of others. Only more neurotic multilinguals were bothered by their own FA. Unexpectedly, participants who knew more languages to a higher level were more negative about the FA of others and their own. However, participants who grew up in an ethnically diverse environment, who had lived abroad and who were working in an ethically diverse environment were significantly more positive about FA. While sex had no effect on the attitudes towards the FA of others, women had a more negative attitude towards their own FA. Education level and age were also linked to attitudes towards FA. The findings thus show that how much multilinguals are bothered by FA falls partly outside their conscious control as it depends on their personality, their language learning history, their current linguistic practices and their sociobiographical background.

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“…However, this view is being disputed by VelezRendon (2010) by suggesting that both native and non-native teachers could be effective provided they gain proper training. Li (2009) suggests that non-native EFL teachers are not considered inferior by the students as long as there are no communication issues between the teacher and the students. Medgyes (1992) suggests that non-native teachers are often more proficient in teaching methodologies than native teachers while Daif-Allah (2010) and Zughoul (2003) suggest they are often more qualified since they struggle to keep their jobs and to achieve this objective they get involved in professional development more than the later.…”

Section: Non-native English Language Teachers' Identitymentioning

confidence: 99%

“…This finding seems to support Medgyes'(1992) that non-native English teachers possess a pedagogical advantage over the native English teachers because of the experiences of learning a language as a non-native speaker. In addition, Li (2009) explores in his study that the majority of the participants showed acceptance of their non-native accents, provided that comprehension is not impeded. The current study suggests that non-native teachers regard themselves as being more successful teachers than native speakers because they have far fewer job opportunities than the native teachers.…”

Section: Efl Teachers' Selves As Non-native Speakers Of Englishmentioning

confidence: 99%

Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University

et al. 2017

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This study aims to investigate the factors that develop the professional identity of Pakistani English as a foreign language (EFL) teachers in Saudi Arabia. This study is unique in the sense that there has been hardly any systematic investigation that has considered the professional identity of Pakistani EFL teachers in Saudi Arabia. This study has two considerations: the way EFL teachers' selves evolve and the personal, professional, social and pedagogical factors constructing a teacher's professional identity. This study was conducted at the English Language Institute of Saudi Arabian University and the study employed a quantitative survey method. The quantitative data was collected from 41 Pakistani EFL teachers by using an online questionnaire. The findings from the research revealed that a number of intrinsic and extrinsic factors develop the professional identity of Pakistani EFL teachers. Among these factors are the participants' pre-Saudi Arabia lives and the decision to become EFL teachers, the decision to come to Saudi Arabia, the impact of their overseas EFL experience, and the social influence on their own professional identity. Moreover, other factors that develop these teachers' professional identities are: being non-native, their views on continuing professional development (CPD), interaction with other EFL teachers, and their professional futures.

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5. Researching Non-native Speakers’ Views Toward Intelligibility and Identity: Bridging the Gap Between Moral High Grounds and Down-to-Earth Concerns

Cited by 89 publications

References 0 publications

English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions

English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions

Attitudes towards foreign accents among adult multilingual language users

Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University

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