Collaborative Teacher-Students Talks on the Identity of Native vs. Nonnative English Teachers

Hadi Maghsoud
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Abstract

The rise of English as an international language and English globalization has rekindled the debate over native vs.nonnative teachers’ identity in terms of their strengths and weaknesses in foreign language education. To contributeto the debate, this study explored EFL learners’ and teachers’ perceptions of native and nonnative teachers’ identity.Six nonnative teachers and their students (N=40) participated in collaborative talks to construct teacher identity inseparate discussion sessions. The conversations were transcribed to extract the main themes through content analysis.The findings showed that, from the students’ point of view, nonnative teachers enjoy bilingual advantage, have abetter understanding of learners’ culture, and are more capable in establishing rapport with learners. Regardingnative teachers, the students believed that they enjoy linguistic advantage and transfer L2 culture more competentlythan non-native teachers. The teachers had similar opinions about linguistic advantage, advanced/elementary levelinstruction, and art of teaching. However, they did not fully agree with nonnanative teachers’ bilingual advantage.The findings indicated that EFL learners and teachers prefer native and nonnative teachers in different respects andthat nativeness is not the sole determining factor in teacher identity.
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英语母语与非母语教师身份认同的师生合作对话
英语作为一门国际语言的兴起和英语全球化重新引发了关于母语教师和非母语教师在外语教育中的优势和劣势的争论。为了促进辩论,本研究探讨了英语学习者和教师对母语和非母语教师身份的看法。6名非母语教师和他们的学生(N=40)在单独的讨论中参与了合作对话,以构建教师身份。对对话进行转录,通过内容分析提取主要主题。研究结果表明,从学生的角度来看,非母语教师具有双语优势,对学习者的文化有更好的了解,更有能力与学习者建立融洽的关系。对于母语教师,学生认为他们比非母语教师更具有语言优势,更能熟练地迁移第二语言文化。教师对语言优势、高等/初级教学和教学艺术的看法基本一致。然而,他们并不完全认同非母语教师的双语优势。研究结果表明,英语学习者和教师在不同方面对母语教师和非母语教师的偏好不同,母语并不是教师认同的唯一决定因素。
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