ERIC Number: EJ1139947
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
TESOL Teachers' Engagement with the Native Speaker Model: How Does Teacher Education Impact on Their Beliefs?
Nguyen, Mai Xuan Nhat Chi
RELC Journal: A Journal of Language Teaching and Research, v48 n1 p83-98 Apr 2017
This research investigates non-native English teachers' engagement with the native speaker model, i.e. whether they agree/disagree with measuring English teaching and learning performance against native speaker standards. More importantly, it aims to unearth the impact of teacher education on teachers' attitudes and beliefs about "native-speakerness". Data were gathered from an online survey delivered to 85 Vietnamese TESOL teachers who had completed one of 19 Master's level TESOL programmes offered overseas and in Vietnam, followed by in-depth interviews with 20 participants. The results revealed that teacher education strengthened the teachers' beliefs about the linguistic diversity of English and led them to question the native and non-native divide by providing relevant input and opportunities to engage in critical discussion on nativeness, as well as fruitful learning experience. However, language proficiency is an area where "native-speakerness" still dominates, and where teacher education did not exert much influence. These findings shed light on the role of TESOL teacher training in influencing teacher beliefs about the native speaker model, and suggest that teacher education programmes dedicate more space for teachers to critically explore the construct of language teacher proficiency.
Descriptors: English (Second Language), Second Language Instruction, Teaching Methods, Native Speakers, Online Surveys, Language Teachers, Interviews, Teacher Education Programs, Program Effectiveness, Teacher Attitudes, Language Proficiency, Foreign Countries, Questionnaires, Models, Knowledge Level
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Vietnam; Australia; New Zealand; United Kingdom; United States
Grant or Contract Numbers: N/A