Introduction With the number of English users around the word reaching a probable 2 billion (Crystal 2003), it can be confidently stated that the English language has achieved the status of the world’s lingua franca (Wardhaugh, 2006). The increase in the use of the language has led to an increase in the demand for English language courses (Nunan 2003). Therefore, this has also led to an increase in the demand for English language teachers. These teachers can be both Native Speaking Teachers (NST) and Non-Native Speaking Teachers (NNST). This essay will set out to evaluate the effectiveness of the NNST on learner acquisition of the target language. In this essay, the NNST will be used to refer to someone for whom English is not their language first language, but is a second or foreign language. Also, the target language referred to in this essay, is the English language. Another important point is that it will be necessary to support the arguments by comparing the NNST and NST. This essay will suggest that the NNST is as good as the NST when teaching the ESL class is monolingual Model (Learner vs. Language) Many people think that NSTs are the best model since they speak the language naturally (Sahin 2005). According to Rampton (1996), NSTs who do not possess teaching qualifications are more likely to be hired than NNST who are both as qualified and experienced teachers of English as a Foreign Language (EFL). Even students may generally look for NSTs because of their natural fluency. However, it might be argued that speaking a language and teaching a language are two separate issues. Medgyes (1999) draws a distinction between language model and learner model. He argues that NST are better language models, as learners may want to ... ... middle of paper ... ...Oxford University Press. Rampton, M. B. H. (1996). Displacing the "native speaker": Expertise, affiliation, and inheritance. In T. Hedge & N. Whitney (Eds.), "Power, pedagogy & practice" (pp. 9-22). Oxford: Oxford University Press. R. Terrance R. Boak and Rodney C. Conklin. The Effect of Teachers' Levels of Interpersonal Skills on Junior High School Students' Achievement and Anxiety American Educational Research Journal. Vol. 12, No. 4 (Autumn, 1975), pp. 537-543 Sahin, Ismet (2005). The effect of Native speaker Teachers of English on the Attitudes and Achievement of Learners. Journal of Language and Linguistic Studies, Vol.1, No.1 Senel, M (2006). Suggestions for Beautifying the Pronunciation of EFL Learners in Turkey. Journal of Language and Linguistic Studies, Vol.2, No.1 Wardhaugh, Ronald (2006). An introduction to sociolinguistics. Wiley-Blackwel
“Standard English was imposed on children of immigrant parents, then the children were separated from native English speakers, then the children were labeled “inferior” and “ignorant” (Hughes 70) because they could not speak Standard English. In addition to feeling inferior about their second language skills, these students also felt inadequate in regard to speaking their own mother tongues” (qtd in Kanae)
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...
Basic foreign language skills are important in communicating with people. With new technologies, we can communicate with people who do not speak English. In recent years, the number of people in the United States who do not speak English has also risen. Also, only ten percent of the world's population speaks English. Although one year of a foreign language will not allow students to...
... of the language learning puzzle: Why teacher dispositions are a crucial aspect of student success? The Language Educator. Retrieved from: http://www.actfl.org
Rimm-Kaufman, Sara. “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning.” American Psychological Association. May 2012. Web.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
O’Neill,S., Gish, A. (2008). Teaching English as a second language. South Melbourne, VIC: Oxford University Press.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success. New York: Teachers College Press, Columbia University .
Many researchers like Krashen (1985), Harmer (2007), and Turnbull (2001) emphasise that in most EFL (English as a foreign language) environment, a teacher’s English proficiency ...
People live in the world of communication. According to the Oxford Dictionary of Current English (Moore, 1997), communication is defined as, “The activity or process of expressing ideas and feelings or of giving people information”. The significance of communication can be found within the context of a human existing as a social being. As a human being manages his or her life in the course of the interaction between other members of the entire society, communication is inevitable. Communication occurs through the medium of a language and it is presented in two different forms which are written and spoken (Brown & Yule, 1983: 1-10). The importance of spoken performance of a language is becoming more prominent over the written performance capability. It is because the ability to speak a language reflects a person’s personality, self image, knowledge of the world, ability to reason, skill to express thoughts in real-time (Luoma, 2004: ix). These days, due to the global trend of internationalisation, the ability to communicate in English is needed as an essential skill. Whenever the international exchange happens, the use of spoken English entails. However, it is not always an easy task for people who use English as a second language to be able to speak to the level of a native speaker. They have to perfectly understand the sound system of English, have almost instant access to proper vocabulary and be able to place words together intelligibly without hesitation. Moreover, they also have to perceive what is being said to them and need to be able to respond appropriately to acquire amiable relations or to accomplish their communicative goals (Luoma, 2004: ix). Therefore, non-native English speakers encounter these barriers and they are subject to make mistakes often. In relation to this matter, this essay argues that there are socio-cultural factors as well as linguistic factors that affect non-native speakers’ communication in English. It provides analysis of several different situations when the use of spoken English has generated miscommunication problems in regards to author’s personal experience.
However, during the last 20 years language learning trends have noticeably changed in favour of the study of English as a foreign language, ...
Kachru, B. B. (1992). Teaching world Englishes. The other tongue: English across cultures, 2, 355-366.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
Shepherd, T., Braham, J., & Elston, C. (2010, January 13). Learning and Interpersonal Skills Review. pp. 1-2.