Non-native speaker (NNS) English teachers have been considered less competent than native speaker (NS) English teachers. For the past ten years, the nonnative speaker movement has fought this misconception.
dear researchers,
How to empower them is the practical issue requiring your great guidelines. Thank you in advance.
This is a complex question, but the answer is rooted in what I consider to be the fact that the goal is learning English as EFL is NOT to speak just like a native speaker. Rather given the way the English is used all over the world, the goal is now to understand and be understood by OTHER speakers of English. There is not a perfect form of English because students today should be preparing to function in the international community of English speakers,.
Yes, a native speaker can help with insights into the leanings of words, the idioms, and cultural references. But teachers who are native speakers can also teach effectively, assuming that they know the language well. Their accent is as valid as anyone else's today. And an important goal of a teacher is to motivate students to study, and this ability is not limited to only native English speakers.
Besides, there is a very wide range of pronunciation among native speakers. When I was in Scotland, I understood most people fine, but a few had accents that were so different from mine that I had great difficulty understanding what they were saying. It doe snot mean tat their English was bad, just that it was different.
There are many ways to empower teachers. Demonstrating trust in teachers, communicating a clear vision, encouraging self-improvement, and delegating more authorities are some of the ways to empower teachers.
Do not hesitate to participate in conferences and make oral or poster presentations. Visibility is very important. Volunteer for activities hosted by the English Department. Keep publishing articles in the local campus newspaper, the community newspaper as well as in journals. Write a book or a chapter in a book if you can. Be a team player. Do not hesitate to advertise yourself, your strengths, capabilities and character.
dear Srini , thank you for your precious recommendations. your great ideas can enhance teachers' status. best regards
make contact with those who are native speakers, and try to pick up the points that you didn't apply perfectly.
engage with discussions with them, and talk to them, language is a collection of words and skills, both can be practiced.
This is a complex question, but the answer is rooted in what I consider to be the fact that the goal is learning English as EFL is NOT to speak just like a native speaker. Rather given the way the English is used all over the world, the goal is now to understand and be understood by OTHER speakers of English. There is not a perfect form of English because students today should be preparing to function in the international community of English speakers,.
Yes, a native speaker can help with insights into the leanings of words, the idioms, and cultural references. But teachers who are native speakers can also teach effectively, assuming that they know the language well. Their accent is as valid as anyone else's today. And an important goal of a teacher is to motivate students to study, and this ability is not limited to only native English speakers.
Besides, there is a very wide range of pronunciation among native speakers. When I was in Scotland, I understood most people fine, but a few had accents that were so different from mine that I had great difficulty understanding what they were saying. It doe snot mean tat their English was bad, just that it was different.
Dear Michael
As a non-native English teacher, I appreciate your great views associated with non-native teachers' competence. you are exactly right. diversities should be respected in language use.
Best regards
Fara
Listen to conversations and movies not translated because listening is the best way
Communicating with English language professors is helpful at English-speaking universities.
With the best wishes
Mr Rezaei Ahvanooei.
The improvement is the continue processing and learning other language is not a easy task.Better to see the topic news channel how they are reading the news.
Understand it then you can applied based on circumstances.
Dear Farangis,
In my opinion, empowerment is always related to getting more knowledge: the more you know the more confident as a teacher you'll be.
best,
diana
Professional empowerment involves a number of parameters , which may vary from person to person. The main parameter is grit, the teacher's individual plans for reaching the levels of excellence in their career. Persistent perseverance for developing one's teaching abilities, therefore, mostly personal depending on the purpose and courage of individual teachers. According to postmodern pedagogy, teachers should have the necessary skills for developing learner autonomy, adopting an enabling process by equipping the learners with the tools necessary to learn on their own, and by training them to use appropriate strategies for realizing learning objectives. Therefore, empowerment programs for training prospective teachers should focus on enabling them to treat learning as a process of liberating learners whereby they can act as strategic practitioners by learning how to use critical thinking strategies to realize and discover their potentials.
Dear Dr (Mrs) Farangis Shahidzade, I can;t see any incompetency in a non English speaking teacher as you claimed but I want to tell you that a non English has little audience with a limited zone thereby having unpopular popularity. However, this does not make them incompetent or irrelevant. To empower them, there may be a need to promote your culture, your language, develop and showcase the beauty of your land and people, and finally make your culture and language worth buying.
The English ownership has fueled a major controversy in TESOL education for the ensuing three decades. On the one hand, proponents of the Western Standard-English ideology assert that the English language is originally the language of Inner Circle territory, and should be utilized and instructed to non-native speakers in its standard variety which is considered superior to all other non-standard varieties (highly prestigious as an expression of western-centric identity). On the other hand, advocates of the World Englishes ideology maintain that a language that has become so far-reaching and which has endured fundamental transformations in each territory where it is spoken, fails to be the exclusive property of its native English speakers, and this ideology should be reflected in practice to legitimize NNS learners’ sense of identity.
All in all, there is urgency for educational policy makers, test developers, and EFL teachers in the fabric of target culture to address the linguistic, cultural, ideological and political concerns of the target community from a local to a global preference.
In my opinion, English is no longer belongs to the British nor to the American. The term native speakers of English should be re-defined, I believe.
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