Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 3

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Leo Schmitt addressing NNESTs in ESL environments

Leo Schmitt addressing NNESTs in ESL environments

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  • TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection Leo Schmitt
  • Leo Schmitt 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 – The Pennsylvania State University
    • Dr. Julie Yang – San José State University
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 2. Non-Native Speakers in IEPs: Some Administrative Views
    • By T. Leo Schmitt
    • Assistant Director
    • Intensive English Communication Program
    • Penn State University
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 3. Overview
    • What not to look at
    • Views of Stakeholders
      • NS and NNS faculty, sponsors and students
    • Ways perceptions can impact a program
      • Marketing, Cultural Knowledge, Learning Experiences
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 4. What does not (or should not) concern us.
    • Teaching Skill
    • Teaching Experience
    • Credentials
    • Training
    • Ethnicity
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 5. Native Speaker Faculty Views
    • Professional issues
      • Monolinguals who want to teach culture
      • NNES help with the ‘basic’ stuff
    • Personal and Cultural issues
      • Most NNES teachers can negotiate being in a different culture.
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 6. NNES Faculty Views
    • Most NS faculty are supportive
    • Students feel encouraged or are neutral
      • Some ‘suspicion’, but that usually disappears.
    • Feel defensive towards students
    • Awareness of ideology
      • Assimilation vs. Integration
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 7. NNES Faculty Views
    • Knowledge of Culture
      • Outsider vs. Insider.
    • Own culture vs. adopted culture
    • Some feeling from NES of patronization
      • Should not teach
    • More forgiving of students
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 8. Sponsors’ Views
    • Foreigners do not know English
    • Native Speakers are the best
    • Cost
      • We could import NNES teachers cheaper
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 9. Student Views
    • Stereotypes of Native Speakers
      • Blond-haired, blue-eyed, big-nosed is best
    • Alignment with Power
    • Nice to have someone, not nice to have no-one.
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 10. Marketing
    • Preconceived Notions
    • Enrollment Pressures
    • Teaching an Unknown Audience
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 11. Cultural Knowledge
    • What is culture? Who knows more?
      • Food, history, art, etc.
      • Values, views, practices, etc.
    • Who do students trust more?
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection
  • 12. Learning Experiences
    • Who has mastered the language?
    • Acquiring vs. Learning
    TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection