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ERIC Number: EJ1111868
Record Type: Journal
Publication Date: 2013
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1535-0517
Student Perceptions of How TESOL Educators Teach Nonnative English-Speaking Teachers
Phillabaum, Scott; Frazier, Stefan
CATESOL Journal, v24 n1 p245-271 2012-2013
Recent research on how TESOL professionals educate nonnative English-speaking students in MA programs indicates a general conviction that native-speaking and nonnative-speaking MA students should be treated equally during their studies in MA programs. Absent from this discussion and much of the literature on this topic, however, are the voices of the students themselves, which raises the question of how well self-reports from TESOL professionals match the perceptions of the students in those MA programs. The current study aims to address this issue. On a survey of current and former students in MA TESOL programs across California, data suggest generally shared perceptions between TESOL professionals and students on the question of whether nonnative English-speaking and native English-speaking students are treated equally during their studies; however, several important differences exist. This paper examines these differences and discusses the mismatches between MA students' perceptions of how nonnative English-speaking students are treated and those of their instructors.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A