Complexities and Challenges in Training Nonnative English Speaking Teachers: State oftheArt

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Complexities and Challenges in Training Nonnative
English Speaking Teachers State of-the-Art

• Dr. Jun Liu
• University of Arizona
• Feb. 20, 2009
• CamTESOL

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Native/Nonnative Debate

• 1965 Chomsky Only reliable source of linguistic
  data
• 1981 Kachru World Englishes
• 1985 Paikeday Proficient User in his The
  native speaker is dead
• 1990 Rampton Expert speaker
• 1991 Davies Native speaker identity
• 1994 Widdowson The context of use vs. the
  context of learning
• 1996 Seidlhofer English as a lingua franca
• 1997 Kramsch Idealization of the native
  speaker
• 1999 Braine Non-native Educators in ELT
• 2001 Liu self-identity vs other-imposed
  identity
• 2006 Graddol Functional nativeness prompted
  by Global English
• 2008 Moussu LIurda Methods of investigation
• 2009 Liu Beyond the label

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Complexities

• Dichotomy vs. continuum
• Con-constructed identities
• New framework of communicative competence
• Global vs. local contexts
• Inferiority vs. superiority complex
• Multilingualism multiculturalism
• Focus on professional training

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Challenges in teacher training NES versus NNEST

• Different population
• Different sets of strengths and weaknesses
• Different strategies and training models
• Different goals and objectives
• Different mindsets and evaluation standards

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Strengths of NNESTs

• Strengths of NNESTs
• (1) provide a good learner model for imitation,
• (2) teach language learning strategies more
  effectively,
• (3) supply learners with more information about
  the English language,
• (4) anticipate and prevent language difficulties
  better, (5) be more empathetic to the needs and
  problems of learners, and
• (6) make use of the learners mother tongue.

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Weaknesses of NNESTs

• Lack of native intuition to the language
• Lack of authentic input
• Lack of cultural richness and contextual clues
• Short of improvisational skills
• Weak at colloquial and idiomatic expressions
• Constrained by the school curriculum
• Burning candles at both ends, lacking
  professional development opportunities
• Lack of collegial atmosphere, language
  environment, and supportive system

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Issues of hiring Native English Teachers

• Hiring sources and strategies
• Understanding their motivation and educational
  backgrounds
• Their understanding of the local culture and
  educational system
• Curriculum constraints and Improper assignments
• Cultural/linguistic resources vs. classroom
  teachers
• Materials development and collaboration
• Optimal length of hiring
• Maximize their strengths and potentials

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Formats of English teacher development

• Workshops (credit-bearing, intensive)
• Certificate (university courses, TESOL
  certificate programs)
• Professional Development (Conferences, symposia,
  forums, debate, newsletters, on-line resources,
  colloquia, publications)
• Performance-based contractual hiring system
• (The weight of student evaluation, external
  review, annual report and self-evaluation)
• Tenure-track, program specialists, part-timers

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III.English teacher development in EFL Contexts

• The bottom-line Language proficiency
• The depth of teaching Content/cultural knowledge
• Redefining the concept of research
• Skills Development Teaching approaches and
  methods
• Investment Affective factors
• Critical thinking Why we do what we do

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Drawbacks of our teacher training practice

• Visiting English-speaking countries might not be
  a worthy investment
• Holding big conferences does not solve the
  problem
• Experts lectures do not have long-term impact
• General topics do not provide depth
• Demo classes only serve as showcase
• Face-saving does not resolve the hidden problem

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IV. New perspectives on English teacher training
in EFL Contexts

• Set up clear and attainable objectives for
  teacher training
• Raise the bar for foreign teacher hire and
  utilize expert resources
• Have small-scale, theme-based, and level-specific
  training program
• Implement teacher certificate programs at
  provincial and national levels
• Utilize on-line resources and expertise of core
  teacher trainers
• Focus on the on-going development of
  communicative competence
• Invest in sister schools and universities with
  foreign countries
• Strengthen pre-service training programs while
  providing objective evaluative supervision
  mechanism
• Change the concept Teach English, not teach
  about English

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Ten dimensions of English teacher training A
modest proposal
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1. Training on linguistic knowledge

• Goal Teachers demonstrate knowledge of the
  nature of human language and the phonological,
  morphological, lexical/semantic, and syntactic
  systems of English and are able to describe the
  similarities and differences between English and
  Chinese in these areas.

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2. Training on English Proficiency

• Goal Teachers demonstrate adequate oral and
  written proficiency in social and academic
  English.

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3. Training on language processes and strategies

• Goal Teachers understand the nature of human
  language and the psycholinguistic and
  sociolinguistic processes and factors involved in
  native and non-native language acquisition and
  use.

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4. Training on cultural and intercultural
communication skills

• Goal Teachers understand the nature of language
  and culture and communicative styles and skills
  in various intercultural communication contexts.

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5. Training on pedagogical knowledge and teaching
methodology

• Goal Teachers are familiar with various methods
  for and approaches to teaching English as a
  foreign language. They are also familiar with
  basic principles of teaching and learning
  languages.

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6. Training on curriculum development and
syllabus design

• Goal Teachers demonstrate adequate skills in
  designing and implementing effective materials
  and learning tasks and activities in the
  classrooms

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7. Training on knowledge and skills in technology

• Goal Teachers demonstrate familiarity with and
  application of technology in teaching

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8. Training on testing and assessment

• Goal Teachers demonstrate their understanding of
  the validity and reliability of tests.

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9. Training on professional development

• Goal Teachers stay current on research, trends,
  policies, and legal mandates on TESOL, TEFL, or
  ELT programs.

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10. Training on research

• Goal Teachers demonstrate their knowledge of
  both qualitative and quantitative research
  methods and know they can use these methods to
  reflect their teaching and improve their
  classroom practice.

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Where shall we begin?

• TESOL