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

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