Since the main objective of English language teaching in non-English speaking countries is students’ proficiency in target language, the background of teachers as native or non-native English speakers is one of major concerns. There is always a heated debate whether a native or a non-native English speaking teacher is the ideal one in teaching the target language. According to Medyes (2001 cited in Yeh and Wang, 2009, p. 94-95), a Native English Speaking Teachers (NEST) is an English teacher who speaks the language as a mother tongue, while a non-native English speaking teacher (non-NEST) refers to an English teacher who speaks the language as a second or foreign language. Moreover, some researches revealed a dichotomous distinction between
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English-Language Learner’s are considered to be derived from heterogeneous groups because they come from diverse cultural and linguistic backgrounds and have varying prior academic backgrounds and levels of language proficiency. A language other than English is used as the primary language in their teaching. The acronym ESL refers to students being taught in English only. Teachers of English-Language Learner’s use many literacy strategies when teaching their students, these include the following, but are not limited too: building vocabulary and background knowledge, using visual aids to scaffold learning,... ... middle of paper ... .... Learning nonfiction in an ESL class: the interaction of situated practice and teacher scaffolding in a genre study. The Reading Teacher, 62, 580-589.
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