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  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • Dr. Denise Murray TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection

Transcript

  • 1. Challenges and Triumphs for Nonnative-English Speaking Teachers in IEPs
    • Dr. Denise Murray - Professor Emeritus, Macquarie University and San José State University
    • Dr. Silvio Avendano – Instituto Especializadode Nivel Superior, Centro Cultural Salvadoreno, Americano and Binational Center of El Salvador
    • Leo Schmitt – Pennsylvania State University
    • Dr. Julie Yang – San José State University
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 2. WHOSE ENGLISH IS IT? COMMITTING TO EMPOWERMENT
    • Prof. Denise E. Murray
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 3. Database
    • Personal experiences
    • SJSU
      • Practicum supervisor
      • Hiring of teachers for “remedial” courses
    • Executive Director of National Centre for English Language Teaching and Research, Macquarie University
      • Certificate in TESOL(with practicum)
      • Research on multilingual teachers
      • Large IEP (80+ staff)
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 4. PERSONAL EXPERIENCE TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 5. United Kingdom
    • I became interested in issues of different language varieties and people’s attitudes to them when I lived in the UK for 7 years. I was a high school English and math teacher, but became interested in EFL. I applied for several positions in Europe teaching English and was refused on the grounds that I spoke Australian English and then only hired British English speakers.
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 6. United Kingdom cont.
    • So, my response was to sound just like the Queen! This I achieved and even got a position in a private girls’ school. I was hired to teach in EFL intensive programs.
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 7. United States
    • My experiences in the US were completely different, with people commenting on my accent and saying how “nice” it was. Even students in their evaluations would comment. This positive feedback led me to maintain much of my British/Australian variety.
    • I didn’t however, adopt sufficient salient features of American speech for Australian and British speakers to think I’m American!
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 8. What I learned
    • It’s not a question of whether one’s English is proficient, but people’s attitudes towards both the country of origin and its speech patterns. Ignorance about language leads to prejudice.
    • If I, as an educated, professional native-speaker experienced prejudice, how much more might NNESTs.
    • For a fuller account, see Murray, D.E. (2010). Changing stripes - Chameleon or tiger? In D. Nunan, & J. Choi (Eds.), Language and culture: Reflective narratives and the emergence of identity (pp. 164-169). New York: Routledge.
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 9. SAN JOSE STATE UNIVERSITY TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 10. Practicum requirements, SJSU
    • Peer/micro teaching – videotaped, critiqued
    • 10 hours of observation (2-3 settings)
    • 10 hours of teaching in one setting
      • Class of own choosing
    • Tutoring/aiding/clerical – 6 hours
    • Videotaped lessons – critical incident
    • Journal
    • Class discussions of the role of multilingual teachers
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 11. Practicum placements
    • Placement of multilingual teachers
      • Adult education
      • University
      • IEP
    • The role of graduates from the program
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 12. Chair, Linguistics and Language Development, SJSU
    • Role models of hiring for university courses
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 13. MACQUARIE UNIVERSITY TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 14. Certificate in TESOL
    • Practicum
      • 10 hours of supervised teaching over 10 weeks
      • 15 hours of observation over 10 weeks
      • Lecturers arrange placements
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 15. Research Project
    • with Erica Garvey
    • Subjects
      • 6 trainee teachers
        • China, Japan, Thailand, and Serbia
      • 4 placed in IEP, 2 in adult immigrant classes
      • 3 immigrants, 3 international students
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 16. Data
    • Pre- and post- interviews with trainees
    • Interviews with mentor teachers
    • Videotapes of trainees teaching
    • Learning journals
    • Written evaluations of lessons by trainees and mentor teachers
    • Observation task on “the learner as cultural being”
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 17. Issues investigated
    • Trainee English language proficiency
    • Trainee expertise as TESOL professionals
    • Trainee perceptions of their being role models
    • Trainee perceptions of their students’ responses to them as English language teachers.
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 18. Themes that emerged
    • English language proficiency
      • Intelligibility
      • Linguistic accuracy
        • Syntax and register
      • TESOL terminology
        • Difficult using English
      • Students’ responses to trainees’ English
        • Often negative
      • Cultural knowledge
      • Mentor teachers rated them higher
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 19. Themes that emerged
      • Acting as models or mentors
      • Empathy
      • Bilingual skills
    • Multilingual mentor teachers as role models
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 20. Themes that emerged
    • TESOL knowledge and skills
      • Trainees’ teaching abilities
        • Responding to “teachable moment”
        • Providing corrective feedback
      • Prior language learning experiences
        • “ Apprenticeship of observation”
        • Difficulties of trying new approach
        • Discipline – concept & language
    • Class level
      • General class with adult beginners
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 21. Themes that emerged
    • Placement
      • IEP
        • Similar experiences, BUT
        • “ The students resist them strongly. They will come and complain. People who are non-native speakers have a lot to overcome, but once they do the students are very loyal. “
      • Adult immigrants
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 22. Recommendations for Teacher Education Programs
    • Deconstruct the myth of the native-speaker – in all courses
    • Developing language proficiency
    • Developing cultural knowledge
    • Choice of
      • working with a multilingual mentor teacher and/or working with a bilingual class
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 23. Large IEP at Macquarie: Practice what we preach
    • In the IEP program at Macquarie, we put our money where our mouth was. We hired many NNESTs for their expertise in teaching English. Our policy was that if students complained, we’d explain that the NNEST was just as effective, and also an excellent role model. The student should try the course and if they finally decided they still did not want a NNEST, we’d refund their money. We never had to refund!
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection