Non-Native & Native English Teachers

Authors

  • İrfan Tosuncuoglu Karabuk University, Faculty of Letters ,English Language and Literature Department

DOI:

https://doi.org/10.7596/taksad.v6i6.573

Keywords:

Native language, English, Learning, Teaching.

Abstract

In many countries the primary (mother tongue) language is not English but there is a great demand for English language teachers all over the world. The demand in this field is try to be filled largely by non-native English speaking teachers who have learned English in the country or abroad, or from another non native English peaking teachers. In some countries, particularly those where English speaking is a a sign of status, the students prefer to learn English from a native English speaker. The perception is that a non-native English speaking teacher is a less authentic teacher than a native English speaker and their instruction is not satifactory in some ways. This paper will try to examine the literature to explore whether there is a difference in instructional effectiveness between NNESTs and native English teachers.


Author Biography

İrfan Tosuncuoglu, Karabuk University, Faculty of Letters ,English Language and Literature Department

Selçuk University Educational Faculty, English Teaching Department Graduate. Research areas are ELT and Linguistics. Has been teaching over 20 years.

References

Becker, L. A. (2011). Noncredit to Credit Transitioning Matters for Adult ESL Learners in a California Community College. New Directions for Community Colleges, 2011(155), 15-26.

Chao, X. & Mantero, M. (2014). Church-Based ESL Adult Programs Social Mediators for Empowering “Family Literacy Ecology of Communities”. Journal of Literacy Research, 46(1), 90-114.

Gurkan, S. & Yuksel, D. (2012). Evaluating the contributions of native and non-native teachers to an English Language Teaching program. Procedia-Social and Behavioral Sciences, 46, 2951-2958.

Guan, Y. (2015). A Literature Review: Current Issues in Listening Strategy Research and Instruction on ESL Adult Learners. International Journal of Teaching, Education and Language Learning (IJTELL), 2(1), 32-70.

Huang, J.; Tindall, E. & Nisbet, D. (2011). Authentic Activities and Materials for Adult ESL Learners. Journal of Adult Education, 40(1), 1-10.

Ma, F. & Ping, L. (2012). Advantages and disadvantages of native‐and nonnative‐English‐speaking teachers: Student perceptions in Hong Kong. TESOL quarterly, 46(2), 280-305.

Reis, D. S. (2011). Non-native English-speaking teachers (NNESTs) and professional legitimacy: a sociocultural theoretical perspective on identity transformation.

Selvi, A. F. (2011). The non-native speaker teacher. ELT journal, 65(2), 187-189.

Vygotsky, L. S. & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.

Walkinshaw, I. & Oanh, D. H. (2014). Native and Non-Native English Language Teachers. SAGE Open, 4(2), 2158244014534451.

Downloads

Published

2017-12-30

How to Cite

Tosuncuoglu, İrfan. (2017). Non-Native & Native English Teachers. Journal of History Culture and Art Research, 6(6), 634-638. https://doi.org/10.7596/taksad.v6i6.573