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ERIC Number: EJ1041270
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0950-0782
The Knowledge Base of Non-Native English-Speaking Teachers: Perspectives of Teachers and Administrators
Zhang, Fengjuan; Zhan, Ju
Language and Education, v28 n6 p568-582 2014
This study explores the knowledge base of non-native English-speaking teachers (NNESTs) working in the Canadian English as a second language (ESL) context. By examining NNESTs' experiences in seeking employment and teaching ESL in Canada, and investigating ESL program administrators' perceptions and hiring practices in relation to NNESTs, it identifies the knowledge base of NNESTs that allows them to gain access to the ESL profession and become effective ESL teachers. This knowledge base consists of six categories, which are content knowledge, pedagogical knowledge, pedagogical content knowledge, contextual knowledge, continuity with past experiences, and support knowledge. Strategies to develop the knowledge base of NNESTs are also identified. The study contributes to a better understanding of the professional knowledge of NNESTs working in ESL contexts. It also demystifies the hiring practices of ESL programs and reveals how these practices could affect NNESTs' job search experience. The findings have implications for teacher educators, language program administrators, and other stakeholders in similar contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada