Native and Non-native English Teachers’ Classroom Ideologies and its Implementation in ESL Classroom

Abstract

The global spread of English language has led many classrooms in the post-colonial contexts that teach English as a second and foreign language to pursue a perpetual belief that native English teachers have different teaching ideologies and practices compared to non-native teachers. Although teachers’ ideologies are deemed to be influential in shaping their classroom pedagogical practices, not many studies have examined teachers’ ideologies and its actual implementation in classroom pedagogical practices. Many past studies in this area have focused either on teachers’ classroom beliefs or classroom practices. Thus far, there is no any empirical evidence that supports the existing belief that native and non-native English teachers pursue different teaching ideologies and practices. Thus, this study seeks to understand whether as suggested, the native and non-native English teachers pursue different teaching ideologies and practices in Malaysian ESL classroom context. This study provides insights and empirical evidences into teaching ideologies and actual classroom pedagogical practices of teachers in Malaysian ESL classroom context.

EFL Learners and EFL Teaching in Türkiye: Native English-speaking Teachers’ Views

“…The NESTs' opinions of their NNEST colleagues were positive as they viewed them as competent and supportive teachers. Unlike the findings of Kesevan et al (2018), however, they did not convey a common approach to teaching with the NNESTs.…”