Emerging Perspectives of the NEST - An Analysis of Self, Peer and Student Perceptions of the NEST in a Thai University Context

Authors

  • Russell Crank Assumption University

Keywords:

Native English Speaking Teacher, Multi-competent English Teachers, Student and Teacher Perceptions, English Language Teaching

Abstract

There are a growing number of scholars who argue against ‘nativism’ in English language teaching and posit that the demarcation between native and non-native speakers is an artificial and discriminatory construct. Emerging from this debate has been research focused on the NNEST (non-native English speaking teacher), which suggests that a “deficiency” model can actually mask their contribution to language education. This study offers a small contribution in the opposing direction by seeking to explore self, student and professional perceptions of the identity of the NEST (native English speaking teacher). It takes the perspective that language teaching requires multiple competencies, and so a singular or native language “proficiency” model may, in fact, mask other significant aspects of both the NEST’s strengths as educators and areas of professional development. This study utilized a qualitative short-response questionnaire with 80 English teachers and students, in order to draw on multiple perspectives (self, student and NNEST colleague perceptions) within a single institution, to seek insight into beliefs regarding the identifying characteristics, strengths and weaknesses of NESTs. The findings suggest that there were aspects of the participant’s perceptions of NESTs that conform with more widely held “nativist” views, however, the results also indicate an awareness of areas of professional growth, particularly in the area of intercultural communication and ELT (English language teaching). This arguably implies a level of recognition among the respondents that English teaching requires a range of language teaching competencies that exceed a simple native-like language aptitude. Furthermore, the survey responses highlight several such competencies that the respondents value in English teachers. The competencies could be thematically grouped as: pedagogical and professional competencies, interpersonal and relational competencies, and linguistic and communicative competencies.

References

Alptekin, C. (2002). Towards intercultural communicative competence in ELT ELT Journal. 56 (1) pp: 57-64.

Alyan, A. A. (2012). Exploring the Cultural Dimension in the Palestinian University EFL Context : A Case Study. Islamic University Periodical: Human Studies Vol. 20, No.1, 2012.

Bauer, L., Holmes, J. and Warren, P. 2006. Language Matters. Basingstoke: Palgrave Macmillan.

Berns, M. (2005). Expanding on the Expanding Circle: where do WE go from here? World Englishes Vol.24, No.1 (pp. 85- 93).

Bolton, K. (2003). Symposium on World Englishes Today (Part II) Where WE Stands: Approaches, Issues, and Debates in World Englishes. World Englishes Vol. 24 No. 1 pp 69-83. Oxford UK: Blackwell Publishing Ltd.

Byram, M., and Fleming, M. (1998). Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge, U.K: Cambridge University Press.

Canagarajah, S. (1999). “Interrogating the “Native Speaker Fallacy”: Non-Linguistic Roots, Non-Pedagogical Results”. In G. Braine (Ed.), Non-native educators in English language teaching (pp.77-92). Mahwah, New Jersey: LEA.

Clark, R. (2001). English in the World: Its Uses, Rise to Prominence and Status. Studies in Language and Language Teaching. Vol. 10. Mahidol University.

Cook, V. (1999). Going beyond the Native Speaker in Language Teaching TESOL Quarterly, Vol. 33, No. 2 (Summer, 1999), pp. 185-209.

Cook, V. (2003). Effects of second language of the first. (Ed.) Clevedon: Multilingual Matters.

Crystal, D. (2003). English as a Global Language (Second Edition) Cambridge UK: Cambridge University Press .

Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon, UK: Multilingual Matters.

Davies, A. (2004). The Handbook of Applied Linguistics. Davies, A., & Elder, C (Eds.) MA, USA: Blackwell.

Decke-Cornill, H. (2003). Context and Culture in Language Teaching and Learning. pp: 57-71, Byram, M., & Grundy, P. (Eds.) Clevedon UK: Multilingual Matters.

Ellis, L. (1994). Teaching from experience: A new perspective on the non-native teacher in adult ESL. Review of Applied Linguistics 25, (1) pp.71–107.

Flick, U. (Ed.). (2007). Designing Qualitative Research. London, England: SAGE Publications, Ltd. doi: http://dx.doi.org/10.4135/9781849208826.

Florence, L.P. (2012). Advantages and disadvantages of native- and non-native English speaking teachers: Students perceptions in Hong Kong. TESOL Quarterly Vol. 46, No. 2, June 2012 pp: 280-305.

Gardener, R. (2005). Integrative motivation and second language acquisition. Canadian Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary Talk - May 30, 2005, London, Canada.

Graddol, D. (2000). The future of English? A guide to forecasting the popularity of the English language in the 21st century. London: British Council.

Halbach, A. (2002). Context and Culture in Language Teaching and Learning. pp: 51-58, Byram, M. and Grundy, P. (Eds.) Clevedon, UK: Multilingual Matters.

Halliday, M. (2003). Written Englishes, Standard Language, Global Language. World Englishes Vol. 22 No. 4 pp 405-418. Oxford UK: Blackwell Publishing Ltd.

Hinkel, E. (Ed.) (1999). Culture in second language teaching and learning. Cambridge UK: Cambridge University Press.

Holliday, A. (2006). Key Concepts in ELT: Native-Speakerism. ELT Journal Volume 60/4 October 2006; Oxford University Press.

Holme, R. (2002). Context and Culture in Language Teaching and Learning. pp: 18-31, Byram M. and Grundy P. (Eds.) Clevedon, UK: Multilingual Matters.

Jin, L. and Cortazzi, M. (1998) The Culture the Learner Brings: a bridge or a barrier? In M. Byram & M. Fleming (eds.) Language Learning in Intercultural Perspective, approaches through drama and ethnography, Cambridge: Cambridge University Press, pp. 98-118.

Johnson, A. (2009). The Rise of English: The Language of Globalization in China and the European Union, Macalester International: Vol. 22, Article 12.

Kachru, B. (1998). English as an Asian Language. Links & Letters 5, 1998 89-108.

Kilickaya. K. (2009). World Englishes, English as an International Language and Applied Linguistics. English Language Teaching Vol.2 No.3 pp:35-38.

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford UK: Oxford University Press.

Kramsch, C. (2001). Language and Culture, Oxford: Oxford University Press.

Kramsch, C. (2002). Context and Culture in Language Teaching and Learning. pp: 4-17, Byram, M. and Grundy, P. (Eds.) Clevedon, UK: Multilingual Matters.

Lai, H. (2014). Learning English as an International Language: EFL Learners’ Perceptions of Cultural Knowledge Acquisition in the English Classroom. Asian Social Science, Vol. 10, No. 1.

Mahboob, A. (2005). Beyond the native speaker in TESOL. In S Zafar (Eds.), Culture, Context, & Communication. Abu Dhabi, United Arab Emirates: Center of Excellence for Applied Research and Training & The Military Language Institute.

Mariño, C. (2011). Reflecting on the dichotomy native-non native speakers in an EFL context. Anagramas - Rumbos y sentidos de la comunicación-, 10(19), 129-141. Retrieved August 26, 2014, from http://www.scielo.org.co/.

Maum, R. (2002). Nonnative-English-Speaking Teachers in the English Teaching Profession. Retrieved April 21, 2015, from http://files.eric.ed.gov/fulltext/ED470982.pdfl.

McArthur, T. (2001). World English and world Englishes: Trends, tensions, varieties, and standards. Language Teaching, 2001, V. 34, Issue 1 p.1 – 10.

Maxwell, J. A. (2005). Qualitative research design: An interactive approach. Thousand Oaks, Calif: Sage Publications.

Newman, I., and Benz, C. R. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale: Southern Illinois University Press.

Medgyes, P. (1992). Native or Non-Native: Who’s Worth More? ELT Journal Volume 46/4 October Oxford UK: Oxford University Press.

Medgyes, P. (2001). When the teacher is a non-native speaker. Teaching English as a second or foreign language, Third edition (pp. 415-428). In M. Celce-Murcia (Ed.), Boston: Heinle & Heinle.

Morgan, C. (1998). Language Learning in Intercultural Perspective. Byram M. and Fleming M. (Eds.) Cambridge, UK: Cambridge University Press.

Oka, H. (2004). A Non-native approach to ELT:Universal or Asian? The Asian EFL Journal.

Paikeday, T. M., and Chomsky, N. (1985). The native speaker is dead!: An informal discussion of a linguistic myth with Noam Chomsky and other linguists, philosophers, psychologists, and lexicographers. Toronto: Paikeday Pub.

Phillipson, R. (1996). ELT: the native speaker’s burden. In Power pedagogy and practice, (Hedge, T. & Whitney, N. Eds.) Oxford: Oxford University Press, 23-30.

Phillipson, R. (2000). Ideology, Politics and Language Polices: Focus on English. Ricento T. (Ed.) AN Amsterdam: John Benjamins Publishing Co.

Seidlhofer B. (2004). Research Perspectives on Teaching English as a Lingua Franca. Annual Review of Applied Linguistics 24, 209-239. Cambridge University Press.

Schmitz J. R. (2013). The native speaker and nonnative speaker debate: what are the issues and what are the outcomes? Calidoscópio Vol. 11, n. 2, p. 135-152 - doi: 10.4013/cld.2013.112.04.

Takahashi, K. (2013). Language Learning, Gender and Desire: Japanese Women on the Move. Bristol: Channel View Publications.

Trudgill, P. (1999). Standard English: The Widening Debate. Tony, B. and Watts, R.J. (Eds.) London, UK: Routledge, p.117-128.

Walkinshaw, I. and Oanh, D. (2014). Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan. Sage Open DOI: 10.1177/2158244014534451 (retrieved 17/6/2014).

Walkinshaw, I and Oanh, D (2012). Native- and Non-Native Speaking English Teachers in Vietnam: Weighing the Benefits. The Electronic Journal for English as a Second Language December 2012–Volume 16, Number 3 (retrieved 17/6/2014).

Wandel, R. A. (2002). Context and Culture in Language Teaching and Learning. pp: 72-80, Byram, M. and Grundy, P. (Eds.) Clevedon, UK: Multilingual Matters.

Widdowson, H. G. (1994). The Ownership of English. Tesol Quarterly, 28(2), 377-389.

Yilin, S. (2014) 8 Major Trends in the Global ELT Field | TESOL Blog. Retrieved April 21, 2015, from http://blog.tesol.org/8-major-trends-in-the-global-elt-field/.

Downloads

Published

2015-12-29

How to Cite

Crank, R. (2015). Emerging Perspectives of the NEST - An Analysis of Self, Peer and Student Perceptions of the NEST in a Thai University Context. ASEAN Journal of Education, 1(1), 27–52. Retrieved from https://so01.tci-thaijo.org/index.php/AJE/article/view/180799

Issue

Vol. 1 No. 1 (2015): July - December 2015

Section

Research Articles

License

1 All articles will undergo a formal peer-review. A panel of experts from within or without the university will examine the article; approval from a minimum of two experts is required for publication. Revisions posed by the experts must be completed by the research prior to publication.

2 Once published in the ASEAN Journal of Education, the article becomes intellectual property of Suan Dusit University. Duplication, in full or part, requires permission from Suan Dusit University.

3 Excluding errors incurred during printing, author(s) are responsible for the content of their articles.