The native/non-native teacher debate: insights into variables at play

IF 1.5 2区文学 0 LANGUAGE & LINGUISTICS

Language Awareness Pub Date : 2022-08-31 DOI:10.1080/09658416.2022.2110253

Kebir Colmenero, D. Lasagabaster

引用次数: 1

Abstract

Abstract Research on language acquisition has long examined the native/non-native English-speaking teacher (NEST/NNEST) debate, particularly in relation to how teachers are perceived. Despite this body of research, the point of view of the parents has been disregarded, as well as the analysis of crucial variables such as students attending extracurricular English classes. The purpose of this study is to examine the effect of different variables on students’, parents’, and teachers’ preferences towards NESTs and NNESTs through questionnaires and group discussions. Data was gathered from 507 students, parents, and teachers, who were asked to assess language teachers in four different categories. Results suggest that some variables (i.e., course, extracurricular English classes, type of teacher, gender, and country of origin) influence participants’ preferences for each type of teacher.

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母语/非母语教师之争:对发挥作用的变量的洞察

摘要对语言习得的研究长期以来一直在考察母语/非母语英语教师（NEST/NNEST）的争论，特别是关于教师如何被感知的争论。尽管进行了大量研究，但家长的观点以及对学生参加课外英语课等关键变量的分析都被忽视了。本研究的目的是通过问卷调查和小组讨论来检验不同变量对学生、家长和教师对NEST和NNEST的偏好的影响。数据来自507名学生、家长和教师，他们被要求对四个不同类别的语言教师进行评估。结果表明，一些变量（即课程、课外英语课、教师类型、性别和原籍国）会影响参与者对每种类型教师的偏好。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Awareness Multiple-

CiteScore

3.70

自引率

10.00%

发文量

期刊介绍： Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.