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Non-native English Speaking Teacher’s Self-perceptions
Non-native English Speaking Teacher’s Self-perceptions:
Case Studies of ESL and EFL Teachers
Shiho Asato
APLING 572: Communication in L2 Classroom
Professor K. E. Johnson
May 7, 2008
Introduction
This research applies the Reves Medgyes (1994) and the Samimy Brutt-Griffler (1999) approach to survey the self-perceptions of two (three) EFL/ESL non-native English speaker teachers.
Reves Medgyes (1994) conducted an international survey of 216 NS and NNS English teachers from 10 countries. In order to reveal the difficulties non-NESTs have in common and to suggest ways to improve their public image and their self-perception, they confirmed the following three hypotheses:
1) NS and NNS English teachers are differ in terms of their teaching behaviors
2) These differences in teaching practice are mainly due to their differing levels of language proficiency
3) Their knowledge of these differences affects the NNS teacher’s ‘self-perception and teaching attitudes.’
They found that non-NESTs acknowledge their distinguished important role as a non-NEST in the English education; though, they have a poorer self-image due to their awareness of English-language deficiency. They suggest that ‘frequent exposure to authentic native language environments and proficiency-oriented in-service training activities’ may improve their difficulties in the targeted language, and it will lead to building up their self-confidence.
Samimy Brutt-Griffler (1999) applied the approach of Reves Medgyes (1994) to the survey of the self-perceptions of NNS graduate students majoring in TESOL. The participants perceived a difference between NESTs and non-NESTs in their teaching behavior, which was consistent with the results of the former study; however, they considered that whether she/he is a native or non-native is not a matter for successful teaching English, and other sociocultural factors can be decisive factors, instead.
The former study is significant in surveying the difficulties commonly
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