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Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers

  • Luís Guerra
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Native and Non-Native Teachers in English Language Classrooms
Ein Kapitel aus dem Buch Native and Non-Native Teachers in English Language Classrooms

Abstract

This chapter aims at identifying students’ attitudes and beliefs towards learning English with native and non-native English speaking teachers (NESTs and NNESTs). Attitudes are measured through quantitative and qualitative strategies of inquiry (questionnaires and interviews) which assess students’ perceived differences between native and non-native teachers regarding the following aspects: (1) language proficiency; (2) teaching behavior; and (3) cultural knowledge. Language proficiency is identified through the students’ view of the teachers’ speaking, reading, writing and listening skills, vocabulary, pronunciation/ accent, grammar, and use of colloquial/idiomatic language. As for teaching behavior, subjects express their viewpoints regarding teachers’ awareness of students’ needs, commitment to teaching, confident use of English, focus on accuracy vs. fluency, focus on oral skills vs. written skills, use of materials, homework assignment, attitude to errors, and use of students’ L1. Finally, cultural knowledge is analyzed based on the concept of English as a tool for cross-cultural communication which involves interactions among nationals of different countries, native and non-native speakers alike, as opposed to an approach to culture which emphasizes the native speaker context. To conclude, students state their preferences for native or non-native teachers.

Abstract

This chapter aims at identifying students’ attitudes and beliefs towards learning English with native and non-native English speaking teachers (NESTs and NNESTs). Attitudes are measured through quantitative and qualitative strategies of inquiry (questionnaires and interviews) which assess students’ perceived differences between native and non-native teachers regarding the following aspects: (1) language proficiency; (2) teaching behavior; and (3) cultural knowledge. Language proficiency is identified through the students’ view of the teachers’ speaking, reading, writing and listening skills, vocabulary, pronunciation/ accent, grammar, and use of colloquial/idiomatic language. As for teaching behavior, subjects express their viewpoints regarding teachers’ awareness of students’ needs, commitment to teaching, confident use of English, focus on accuracy vs. fluency, focus on oral skills vs. written skills, use of materials, homework assignment, attitude to errors, and use of students’ L1. Finally, cultural knowledge is analyzed based on the concept of English as a tool for cross-cultural communication which involves interactions among nationals of different countries, native and non-native speakers alike, as opposed to an approach to culture which emphasizes the native speaker context. To conclude, students state their preferences for native or non-native teachers.

Kapitel in diesem Buch

  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/10.1515/9781501504143-010

Kapitel in diesem Buch

  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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Heruntergeladen am 13.10.2025 von https://www.degruyterbrill.com/document/doi/10.1515/9781501504143-010/html?lang=de
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