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ERIC Number: ED492599
Record Type: Non-Journal
Publication Date: 2006-Aug
Pages: 321
Abstractor: Author
Reference Count: 131
ISBN: N/A
ISSN: N/A
Native and Nonnative English-Speaking English as a Second Language Teachers: Student Attitudes, Teacher Self-Perceptions, and Intensive English Administrator Beliefs and Practices
Moussu, Lucie M.
Online Submission
The number of learners of English as an international means of communication increases hand in hand with the number of nonnative English-speaking teachers (NNESTs) of English as a Second Language (ESL) and the number of Native English-Speaking ESL teachers (NESTs). At the same time, scholars (Kamhi-Stein, 1999; Liu, 1999; Llurda, 2005) have estimated non-native English speakers to account for 40% to 70% of the North-American student teacher population. However, few studies investigated the working conditions of NESTs and NNESTs at Intensive English Programs (IEP) and the different factors that affect their successes and challenges. This research project thus investigates 1040 ESL students' attitudes towards NESTs and NNESTs, the variables (students' first languages, gender, class subject, level, and expected grade, as well as teachers' native languages) that influenced students' responses, and the effects of time on students' attitudes, with questionnaires completed both at the beginning and at the end of the fall 2005 semester. Online questionnaires also solicited 18 NNESTs and 78 NESTs' self-perceptions about proficiency and teaching skills, as well as 21 IEP administrators' beliefs about, and experiences with NNESTs and NESTs. Results showed that overall, students' attitudes were more positive towards NESTs than towards NNESTs, although students taught by NNESTs held a significantly more positive attitude towards NNESTs in general than students taught by NESTs. Positive attitude towards NESTs and NNESTs increased significantly with time and exposure. Results also showed that students and teachers' first languages, among others, strongly influenced students' responses. Additionally, NNESTs were not necessarily seen as grammar experts but could be esteemed Listening/Speaking teachers. Teachers' responses revealed NNESTs' lack of confidence in their linguistic and teaching skills but also their beliefs that NNESTs' language learning experiences was an asset for ESL students. Finally, administrators also recognized NNESTs' strengths as well as their poor self-confidence. While they did not use nativeness as hiring criteria, they emphasized the importance of linguistics preparation and international awareness, as well as teaching experience. The following are appended: (1) Project Flowchart; (2) First Pilot Student Questionnaire; (3) Second Pilot Student Questionnaire; (4) Student Questionnaire; (5) Teacher Questionnaire; (6) Administrator Questionnaire; (7) Directions for Distribution; (8) Individual School Data; (9) Attitudes at the Beginning of the Semester (Means); (10) Attitudes at the Beginning of the Semester (Frequencies); (11) Responses by Variables; (12) Description of Gingko's Levels of Proficiency; (13) Attitudes at the End of the Semester (Means); (14) Attitudes at the End of the Semester (Frequencies); (15) T-Tests; and (16) New TESOL Resolution on Discrimination. (Contains 48 figures, 12 footnotes, and 343 tables.) [Ph.D. Thesis, Purdue University. This project was funded by the International Foundation for English Language Education (TIRF).]
Publication Type: Dissertations/Theses - Doctoral Dissertations; Numerical/Quantitative Data; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A