Language Teaching And Language Use In Non Native Settings
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Language Teaching and Language Use in Non-Native Settings
Author: Antoine Willy Ndzotom Mbakop
language: en
Publisher: Cambridge Scholars Publishing
Release Date: 2020-09-11
From Cameroon to Turkey through Jordan, this short volume illuminates the discrepancy between stated language teaching norms and real-life language use in non-native settings. It underscores the limitations of teaching materials, styles, and methods with regard to learners’ communication needs, and provides well-matched answers to foreign language classroom problems. This book will be of interest to language teachers and researchers who will gain an insight into the challenges of the foreign language class in different non-native milieus, and therefore enrich their teaching competence. Educational policy makers can also use it as a guide for designing contextually appropriate curricula and materials.
Non-native Educators in English Language Teaching
The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.
The Non-native Teacher
Péter Medgyes’ voice was the first and one of the most prominent speaking out for many teachers whose first language is one other than English, whose own voices had been silenced after almost a century of systematically being considered failed native speakers, deficient communicators and second-best teachers.