Language Proficiency and<scp>NNESTs</scp>

Eslami, Zohreh R.; Harper, Kelsey

doi:10.1002/9781118784235.eelt0022

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…As per guesstimates (Canagarajah, 2005;Freeman et al, 2015), 80% (or 12 million out of 15 million) of the global ELT workforce use English as an additional language (Selvi, 2019b). Their general language proficiency is believed to be a significant determinant in their instructional abilities (Eslami & Harper, 2018;Freeman, 2017), thereby influencing their (self-)perceptions of professional legitimacy (Pasternak & Bailey, 2004) and even hiring decisions (Mahboob & Golden, 2013). Traditionally speaking, all the related concepts in this ongoing discussion (e.g., professional identity, legitimacy, language proficiency, instructional effectiveness, hiring decisions) revolve around the "native" and "non-native" continuum in a decontextualized fashion (Faez, 2011a(Faez, , 2011b.…”

Section: New Domains Of Inquiry 51 Teachers' Language Proficiencymentioning

confidence: 99%

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Selvi,

Yazan,

Mahboob

2023

Lang. Teach.

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Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in)equity, privilege, marginalization, and discrimination in ELT.

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Section: New Domains Of Inquiry 51 Teachers' Language Proficiencymentioning

confidence: 99%

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Selvi,

Yazan,

Mahboob

2023

Lang. Teach.

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“…According to Bolton (2004), there are over 500,000 secondary school English teachers in China alone, owing to the early inclusion of teaching foreign languages in school curricula (Elder and Kim, 2014). The ever-increasing number of NNESTs has prompted an evaluation of how NNESTs' English proficiency is measured and perceived (Eslami and Harper, 2016). However, despite a recent increase in studies on NNESTs in the global discourse of English language teaching (ELT) and self-measured LP and its impact.…”

Section: Introductionmentioning

confidence: 99%

Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness?

2023

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Increasingly, higher education institutions are giving more attention to the language proficiency of non-native English-speaking teachers (NNESTs) due to their growing numbers. Despite a recent surge in the literature on NNESTs in the global discourse of English language teaching (ELT), the impacts of NNESTs’ language competency within the higher education systems of their countries remain woefully under-examined. Of particular concern is the absence of students’ voices. Therefore, this study explores higher education students’ perception of NNESTs’ language proficiency. Data was collected through class observations of five NNESTs and followed-up semi-structured interviews with five student focus groups recruited randomly from each class. Our results show that while students concur that NNESTs’ language proficiency contributes to their learning performance in class, other factors (e.g., the teacher’s effective teaching style and charming personality, relaxed class atmosphere, the difficulty level of the teaching materials, and the learners’ proficiency level) also perceived to play key roles in boosting students’ class learning effectiveness. The findings highlight the need to include students in the design of teaching approaches, course design, and curricula, as well as the reflection process about NNESTs’ language proficiency.

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Continuing language teacher education: L2 experienced teachers engage in the craft of creative writing

Rosenfeld

2024

JLT

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Written self-expression in a foreign or second language (L2) is highly important for the 21st century yet the most difficult and underdeveloped of the four language skills. A promising direction to ensure L2 teacher motivation and writing skills is for them to experience the process of developing their own expressive writing. Experienced L2 teachers, many non-native English-speaking teachers (NNESTS) worldwide, often lack opportunities and motivation to improve their own L2 expressive writing. This exploratory study investigated the professional development (PD) of 15 experienced L2 teachers in an M.Ed. program who engaged with unique CW craft tools in a semester workshop course. Creative writing (CW) has been shown to contribute to L2 learner language development but has been ignored as a PD tool for L2 teachers. Mixed methods, using written open and closed pre-posttest questions, written final portfolio reflections and instructor field notes, assessed teacher changes. Three major themes emerged: changes in the teacher as a writer; changes in teachers’ cognition about CW; changes as L2 teachers of expressive writing. The third theme will be addressed in a different paper. Teachers underwent changes in the following areas: increased written proficiency; more effective beliefs and knowledge about CW; improved cognition, i.e., increased appreciation for the process and products of CW. Examples of course units and CW craft tools are included.

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Language Proficiency andNNESTs

Cited by 3 publications

References 4 publications

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness?

Continuing language teacher education: L2 experienced teachers engage in the craft of creative writing

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