Home Linguistics & Semiotics Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs
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Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs

  • Ahmar Mahboob
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Native and Non-Native Teachers in English Language Classrooms
This chapter is in the book Native and Non-Native Teachers in English Language Classrooms

Abstract

This chapter discusses the implications of the NNEST lens in the context of teacher education programs in TESOL. In particular, it focuses on a discussion of two key issues: avoiding the monolingual bias in describing languages and language variation; and, avoiding a monolingual bias in developing teaching methods. In discussing the first issue, the chapter identifies some of the limitations in how language and grammar are often described in limited ways and how this can be expanded by using an NNEST lens. The chapter describes the three dimensional framework of language variation in some detail and discusses its implications for language teaching. The chapter then discusses why local languages are not included in much of the theorisation and practice of TESOL and argues that there are historical as well as theoretical reasons why local languages have been excluded in TESOL. The chapter describes one way in which teachers can consider integrating local languages in their classrooms.

Abstract

This chapter discusses the implications of the NNEST lens in the context of teacher education programs in TESOL. In particular, it focuses on a discussion of two key issues: avoiding the monolingual bias in describing languages and language variation; and, avoiding a monolingual bias in developing teaching methods. In discussing the first issue, the chapter identifies some of the limitations in how language and grammar are often described in limited ways and how this can be expanded by using an NNEST lens. The chapter describes the three dimensional framework of language variation in some detail and discusses its implications for language teaching. The chapter then discusses why local languages are not included in much of the theorisation and practice of TESOL and argues that there are historical as well as theoretical reasons why local languages have been excluded in TESOL. The chapter describes one way in which teachers can consider integrating local languages in their classrooms.

Chapters in this book

  1. Frontmatter i
  2. Table of contents v
  3. Foreword ix
  4. Introduction 1
  5. Part I. Overall issues and perspectives on (non) nativeness in second language teaching
  6. Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs 13
  7. Chapter 2. Beyond symbolic violence in ELT in France 33
  8. Chapter 3. Perspectives on L2 teacher’s nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches 53
  9. Chapter 4. Non-native teachers’ code-switching in L2 classroom discourse 75
  10. Chapter 5. Native-Speakerism and the roles of mass media in ELT 99
  11. Part II. Non-native L2 teachers’ emotions and perceptions and implications for teacher education
  12. Chapter 6. Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations 119
  13. Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era 139
  14. Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context 161
  15. Part III. L2 students’ beliefs and expectations of native and non-native teachers
  16. Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers 183
  17. Chapter 10. Students’ beliefs about native vs. non-native pronunciation teachers 205
  18. Chapter 11. Native and non-native teachers’ sensitivity to language learning difficulties from a learner’s perspective: Implications and challenges for teacher education 239
  19. Part IV. Construction of professional identity: Professional challenges faced by both native and non-native speaker teachers
  20. Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education 257
  21. Chapter 13. Professional challenges faced by non-native CLIL teachers 273
  22. Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers 295
  23. Chapter 15. Collaboration between NESTs and NNESTs 317
  24. Critical Afterword 337
  25. Notes on contributors 341
  26. Subject index 347
https://doi.org/10.1515/9781501504143-002

Chapters in this book

  1. Frontmatter i
  2. Table of contents v
  3. Foreword ix
  4. Introduction 1
  5. Part I. Overall issues and perspectives on (non) nativeness in second language teaching
  6. Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs 13
  7. Chapter 2. Beyond symbolic violence in ELT in France 33
  8. Chapter 3. Perspectives on L2 teacher’s nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches 53
  9. Chapter 4. Non-native teachers’ code-switching in L2 classroom discourse 75
  10. Chapter 5. Native-Speakerism and the roles of mass media in ELT 99
  11. Part II. Non-native L2 teachers’ emotions and perceptions and implications for teacher education
  12. Chapter 6. Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations 119
  13. Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era 139
  14. Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context 161
  15. Part III. L2 students’ beliefs and expectations of native and non-native teachers
  16. Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers 183
  17. Chapter 10. Students’ beliefs about native vs. non-native pronunciation teachers 205
  18. Chapter 11. Native and non-native teachers’ sensitivity to language learning difficulties from a learner’s perspective: Implications and challenges for teacher education 239
  19. Part IV. Construction of professional identity: Professional challenges faced by both native and non-native speaker teachers
  20. Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education 257
  21. Chapter 13. Professional challenges faced by non-native CLIL teachers 273
  22. Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers 295
  23. Chapter 15. Collaboration between NESTs and NNESTs 317
  24. Critical Afterword 337
  25. Notes on contributors 341
  26. Subject index 347
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