PERCEPTIONS OF NON-NATIVE
SPEAKER LANGUAGE TEACHER
LANGUAGE USE
Emma Riordan BA, MPhil,
IRCHSS Government of Ireland Scholar,
Centre for Language and Communication Studies,
School of Linguistic, Speech and Communication Sciences,
Trinity College Dublin
Language Competence
THEMES IN RESEARCH ON THE NNSLT
Defining native and
non-native speakers
• Davies, A. (2003). The native speaker : myth and reality
• Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy":
Non-linguistic roots, non-pedagogical results
NNSLTs’ self
perceptions
• Bernat, E. (2008). Towards a pedagogy of empowerment: The case of
‘impostor syndrome’ among pre-service non-native speaker teacher.
• Rajogopalan, K. (2005). Non-native speaker teachers if English and their
anxieties: Ingredients for an experiment in action research.
NNSLTs as perceived
by others
• Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the
pros and cons of having a native speaker teacher?.
• Llurda, E. (2005). Non-native TESOL students as seen by practicum
supervisors.
Teacher Education
for NNSLTs
• Cullen, R. (1994). Incorporating a language improvement component in
teacher training programmes.
• Medgyes, P. (1999). Language training: A neglected area in teacher
education.
EXPLORATORY RESEARCH METHODS
Document Analysis
• Leaving Certificate German
Syllabus and Draft
Guidelines for Teachers
• National Council for
Curriculum and Assessment
reports
• The European Profile for
Language Teacher Education
• Official inspectorate
publications
• 20 School inspection
reports
Guided Interviews
• Pilot with trainers of
teachers of other languages
• Participant documents
developed
− Participant Information
Leaflet
− Consent form
− Interview guide
• Interview with teacher
trainers representing 6 of 7
universities in ROI
• Transcribed interviews
QUALITATIVE DATA ANALYSIS
RESULTS AND DISCUSSION
Target
Language Use
Materials and
Resources
Target Language Use
for Specific Purposes
• Evaluating
• Gestures/Expression
• Correcting
• Disciplining
• Clarifying
• Instructing
•Explaining
• Appropriate language
• Synonyms
• Questioning
• Visual aides
• Principled use of L1
Teacher Language
Maintenance
Communication
Strategies
Specific
Learner Strategies
• Handouts
• Language courses
• Charts
• Worksheets
• Posters
• Authentic Texts
• Notice Boards
• ICT
• Membership of the GDI
• Visiting countries where
the language is spoken
• Speaking with native
speaker assistants/students
• Diagrams
• Word fields
• Vocabulary learning
• Meta-cognitive strategies
• Learner autonomy
FUTURE RESEARCH
Language for Teaching Purposes: A Language Needs Analysis of NNSLTs
Exploratory Phase (QUAL + QUAL)
Teacher
Trainer
Interviews
Document
Analysis
Teacher Perspectives (QUAN + QUAL)
Questionnaire
Objective Observation (QUAN)
Teacher Diaries
Quantitative Classroom Observation
THANK YOU!
Contact: riordae@tcd.ie
Visit: www.languageforteachingpurposes.com