EMI Lecturers in international universities: is a native/non-native English-speaking background relevant?

Inbar‐Lourie, Ofra; Donitsa‐Schmidt, Smadar

doi:10.1080/13670050.2019.1652558

Cited by 33 publications

(24 citation statements)

References 20 publications

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“…Third, revealing how teachers' needs for institutional support differ according to their positions (e.g., tenured or non-tenured) is critical, but this has not been highlighted. Other than common attributes such as sex and age [25,31], studies on EMI teachers have paid attention to English language competence [19,25,[31][32][33]; disciplinary genres [17,18,25,31,33]; and experience in EMI teaching [18,25] but not teachers' positions. However, considering the challenges experienced in recruiting and retaining EMI teachers [15], studying adjunct teachers becomes an essential part of implementing successful EMI programs.…”

Section: Literature Reviewmentioning

confidence: 99%

“…On the one hand, it is obvious that using a foreign language makes teaching more arduous and demanding [5], and on the other hand, it seems that English language competence is not the only challenge that EMI faces [11]. For instance, a study has revealed that being a teacher whose primary language is English does not necessarily suggest that she or he is the preferred teacher [32].…”

Section: Prioritizing Fd Program Menusmentioning

confidence: 99%

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Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Uehara

Kojima

2021

Education Sciences

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This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Prioritizing Fd Program Menusmentioning

confidence: 99%

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Uehara

Kojima

2021

Education Sciences

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“…The participants appreciated NNESTs' previous English learning experiences. These help NNESTs understand students' learning difficulties, be aware of students' English proficiency realistically (Inbar-Lourie & Donitsa-Schmidt, 2020), and know how to teach Chinese students better. Moreover, benefiting from sharing similar learning experiences with their students, NNESTs are more capable of adjusting "to teaching students of different proficiency levels" (Huang, 2018, p. 105).…”

Section: Extract 12mentioning

confidence: 99%

Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers

Wang

Fang

2020

Cogent Education

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With the development of globalization, English continues to be widely used, and English teaching is given considerable importance. In recent years, Chinese universities have introduced more native English speakers as language teachers. However, the ingrained native-speakerism in the field of English language teaching (ELT) claims that native English-speaking teachers (NESTs) are the ideal English teachers, while non-native English-speaking teachers (NNESTs) are often marginalized. Recognizing the issue of native-speakerism in ELT, this paper investigates university students' and teachers' attitudes towards NESTs and NNESTs and towards the native-speakerism ideology. Findings obtained through a questionnaire and interviews at a university in southeast China show that stakeholders do not perceive a significant difference between the two kinds of English teachers and that NESTs cannot be deified merely due to their nativespeaker identity. Native-speakerism, although generally accepted in the field of ABOUT THE AUTHORS Li (Evelyn) Wang graduated from Shantou University with a BA in English Language and Literature. Her research interests are Applied Linguistics, language attitude and TESOL.Fan (Gabriel) Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, the UK. He is currently Associate Professor at Shantou University, China. His research interests include Global Englishes, language attitude, identity, intercultural communication and ELT. He has published articles in journals including

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“…In line with this, it has been reasoned that non-native speakers do not need to aim for full adherence to native speaker pronunciation norms (Jenkins, 1998(Jenkins, , 2000. This view is supported by a recent survey in an EMI context, which suggests that students in EMI do not necessarily expect their lecturers to be native speakers as long as they are knowledgeable, proficient and good teachers (Inbar-Lourie & Donitsa-Schmidt, 2020). However, to what extent non-native listeners indeed do or do not judge the English accents of non-native lecturers against native speaker norms has to date received scant research attention.…”

Section: Introductionmentioning

confidence: 99%

The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students

Hendriks

Meurs

Usmany

2021

Language Teaching Research

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The rapid spread of English medium instruction (EMI) across the globe has led to a growing number of non-native lecturers teaching in English to student populations that are increasingly international. The aim of the present study was to investigate to what extent lecturers with slight or moderate Dutch accents or native British English accents are evaluated differently in terms of intelligibility, comprehensibility and attitudinal impressions by non-native and native English-speaking listeners. In an experiment, 189 Dutch listeners, 175 international non-native listeners and 158 native English listeners evaluated fragments recorded by moderately accented Dutch, slightly accented Dutch and native English speakers. Findings showed that the moderately non-native accented lecturers were evaluated more negatively than lecturers with slight or native accents by both Dutch and international non-native listeners, but not by native English listeners. This suggests that non-native listeners evaluate the accents of non-native lecturers according to native speaker pronunciation norms.

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EMI Lecturers in international universities: is a native/non-native English-speaking background relevant?

Cited by 33 publications

References 20 publications

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers

The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students

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