NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
English as an islamic language ahmar mehboobImran Nawaz
This document summarizes a study exploring how English is used in Pakistan and how it reflects Islamic values and South Asian Islamic sensibilities. It provides historical context on the introduction and spread of English in the region under British colonial rule. It then analyzes linguistic evidence showing how Pakistani English has developed with a distinct Pakistani Islamic character. Examples of English reflecting Islamic concepts and norms are given. The political debates around English in Pakistan and periods of both promoting and restricting its use are also summarized.
Paper presented at the Researching Multilingually seminar, held at The University of Manchester, UK. (22-23 May, 2012). Some slides have been added, containing information that was communicated orally during the seminar.
Developing Multicultural Awareness Through English (slideshare)Achilleas Kostoulas
Paper presented at the Arts and Education: Creative Ways into Languages International Conference, hosted by the University of Athens (May 2011). Cultural input in TESOL courseware is critically reviewed and suggestions are made for fostering Multicultural Awareness Through English (MATE)
This document summarizes research on the English language needs and priorities of young adults aged 18-24 in the European Union. The research included surveys of English teachers and young adult English learners across Europe, as well as interviews and focus groups in Germany, Romania, and Turkey. Key findings include:
- Teachers and learners accept both native and non-native varieties of English as well as English as a lingua franca for communication.
- English proficiency is seen as important for employment and further study.
- Online communication is a major context for English use outside the classroom, with differences between formal "classroom English" and informal "social English".
- There is a tension between learning English for
Paper presented at the New Dynamics of Language Learning International conference held at Jyvaskyla Finland (June 2011). Language Pedagogy is described as a Complex Dynamical System to interpret phenomena of stasis and change.
- English is seen as an essential global language by Russian students, providing opportunities for improved careers both within Russia and abroad. After the fall of the Soviet Union, many Russian students embraced learning English for these opportunities.
- Some Russian students chose to study in New Zealand because it provided quality education at a lower cost than other countries, and the summer break did not interrupt their studies. However, studying abroad was financially difficult for some families and caused culture shock for students.
- Teachers of Russian students in New Zealand need to consider students' cultural and educational backgrounds to create a balanced learning environment and address any power imbalances between teacher and student. Materials and teaching methods should be adapted to the cultural context of the learners.
This paper discusses Rudyard Kipling's influence on postcolonial literatures, particularly regarding language. It argues that Kipling, through his innovative use of English in works set in India, paved the way for postcolonial writers to appropriate English through various linguistic strategies. While Kipling is often seen as a staunch imperialist, the paper claims he was one of the first, if not the first, to deviate from standard English in his depictions of India. It proposes that many linguistic features and strategies later identified in postcolonial creative works were first employed by Kipling. The paper aims to explore how much credit Kipling deserves for initiating a "linguistic revolution" that led to the emergence of new Eng
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
English as an islamic language ahmar mehboobImran Nawaz
This document summarizes a study exploring how English is used in Pakistan and how it reflects Islamic values and South Asian Islamic sensibilities. It provides historical context on the introduction and spread of English in the region under British colonial rule. It then analyzes linguistic evidence showing how Pakistani English has developed with a distinct Pakistani Islamic character. Examples of English reflecting Islamic concepts and norms are given. The political debates around English in Pakistan and periods of both promoting and restricting its use are also summarized.
Paper presented at the Researching Multilingually seminar, held at The University of Manchester, UK. (22-23 May, 2012). Some slides have been added, containing information that was communicated orally during the seminar.
Developing Multicultural Awareness Through English (slideshare)Achilleas Kostoulas
Paper presented at the Arts and Education: Creative Ways into Languages International Conference, hosted by the University of Athens (May 2011). Cultural input in TESOL courseware is critically reviewed and suggestions are made for fostering Multicultural Awareness Through English (MATE)
This document summarizes research on the English language needs and priorities of young adults aged 18-24 in the European Union. The research included surveys of English teachers and young adult English learners across Europe, as well as interviews and focus groups in Germany, Romania, and Turkey. Key findings include:
- Teachers and learners accept both native and non-native varieties of English as well as English as a lingua franca for communication.
- English proficiency is seen as important for employment and further study.
- Online communication is a major context for English use outside the classroom, with differences between formal "classroom English" and informal "social English".
- There is a tension between learning English for
Paper presented at the New Dynamics of Language Learning International conference held at Jyvaskyla Finland (June 2011). Language Pedagogy is described as a Complex Dynamical System to interpret phenomena of stasis and change.
- English is seen as an essential global language by Russian students, providing opportunities for improved careers both within Russia and abroad. After the fall of the Soviet Union, many Russian students embraced learning English for these opportunities.
- Some Russian students chose to study in New Zealand because it provided quality education at a lower cost than other countries, and the summer break did not interrupt their studies. However, studying abroad was financially difficult for some families and caused culture shock for students.
- Teachers of Russian students in New Zealand need to consider students' cultural and educational backgrounds to create a balanced learning environment and address any power imbalances between teacher and student. Materials and teaching methods should be adapted to the cultural context of the learners.
This paper discusses Rudyard Kipling's influence on postcolonial literatures, particularly regarding language. It argues that Kipling, through his innovative use of English in works set in India, paved the way for postcolonial writers to appropriate English through various linguistic strategies. While Kipling is often seen as a staunch imperialist, the paper claims he was one of the first, if not the first, to deviate from standard English in his depictions of India. It proposes that many linguistic features and strategies later identified in postcolonial creative works were first employed by Kipling. The paper aims to explore how much credit Kipling deserves for initiating a "linguistic revolution" that led to the emergence of new Eng
The document discusses issues related to the expansion and role of English language teaching globally. It addresses three main questions: 1) Whether English is expanding in balanced ways or at the expense of other languages and cultures. 2) How linguistic policies at the macro level interact with micro-level classroom practices. 3) If academic freedom is being restricted by economic priorities that limit the ecology of languages. The document provides examples from Namibia and criticisms of the British Council and TESOL International for not adequately considering local contexts and needs.
Language learning theory has evolved over many phases from antiquity to today. Early approaches focused on grammar rules and repetition, while later methods emphasized active use and cultural context. Major developments included standardized curricula in the late 19th century, research-backed teaching during World Wars, and a communicative approach focusing on authentic language use from the 1970s onward. The future will continue integrating new ideas from research and technology within eclectic, context-sensitive instruction.
William McGuffey was born in 1873 in West Finley Township, Washington County. He showed early promise as a student, teaching classes at age 14. By age 26, he had become a professor of languages at Miami University in Oxford, Ohio. He is best known for writing the McGuffey's Readers, known as the Eclectic Readers, which were textbooks that some schools still follow templates from today.
Norman L. Butler, Renata Pirog, and William Allan KritsonisWilliam Kritsonis
Norman L. Butler, Renata Pirog, and William Allan Kritsonis
Article: Teaching English to Polish Post-Secondary Vocational Institution Learners by Norman L. Butler, Renata Pirog, and William Allan Kritsonis
Kindle Exclusives Principles of Language Learning and Teachingfosefo56
The sixth edition of this book offers new ways of viewing and teaching second language acquisition (SLA) based on the latest research. Providing a comprehensive overview of the theoretical viewpoints that have shaped language teaching today, the text explains the pedagogical relevance of SLA research in reader-friendly prose.
Olena Ilienko is applying to be the National Coordinator of TESOL-Ukraine again, having previously held this position from 2004-2004. She has extensive experience in teaching English and linguistics, as well as organizing conferences and workshops for English teachers in Ukraine. Her application outlines her qualifications and demonstrates her ongoing commitment to supporting English teachers through her work with TESOL-Ukraine.
Kachru's theory divides the varieties of English used globally into three circles - the Inner Circle consisting of countries where English is the primary language, Outer Circle where it is widely used as a secondary language, and Expanding Circle where it is used predominantly as a foreign language. Studies estimate there were 375 million users in the Inner Circle, 375 million in the Outer Circle, and 750-1000 million in the Expanding Circle as of 2001. English spread from Britain to its colonies and also serves administrative purposes in countries it was adopted in after colonization, contributing to its global influence.
This document summarizes a study that examined how social factors influence the academic performance of first-year sociology students at the University of Johannesburg in South Africa. The study surveyed 210 students and analyzed how variables like home language, type of high school attended, being a first-generation student, living/study space, and family structure impacted academic achievement. The results showed that home language, type of high school, and living/study space significantly affected student performance.
Raising language teacher trainees’ awareness of (mis)understanding and (in)co...Rachel Wicaksono
Rachel Wicaksono, Christopher J. Hall and Andrew John Merrison.
York St John University.
New insights into the study of conversation: Applications to the language classroom.
This document provides an agenda for the NATE 2013 conference to be held from May 15-19 in Surgut, Russia. The conference will begin with a pre-NATE meeting on May 15 featuring presentations on fostering tolerance through English language teaching. Plenary presentations and concurrent workshops will be held on May 16-17 covering topics such as language assessment, teaching culture, mobile apps in the classroom, and preparing students for Cambridge exams. The host city of Surgut in Khanty-Mansiysk Autonomous Okrug will welcome English language teachers and experts from across Russia.
"If you heard me speak, I'd be you'd think I was white" - Problematising teac...Eljee Javier
As recent postings to the BAAL-mail discussion list indicate, the topic of the nativeness of English language teachers is an enduring and divisive one. In this session, we will further problematise this topic through an exploration of the professional life-stories of visible ethnic minority native-English-speaker teachers (VEM-NESTs) and consider what these might reveal about the complexities of 21st century teacher identity in TESOL.
TICE - Building Academic Language in the Classroom HandoutElisabeth Chan
The document summarizes differences between conversational and academic language. It discusses Cummins' model of basic interpersonal communicative skills (BICS) developing in 2-3 years versus cognitive academic language proficiency (CALP) taking 5-7 years. It also references Cummins' quadrants for context and cognitive demand. The rest of the document provides strategies and activities for developing academic writing, reading, speaking and vocabulary skills with examples such as focusing on content and organization in writing, using think-alouds in reading and avoiding initiation-response-evaluation patterns in speaking.
USING COMICS TO IMPROVE LITERACY IN ENGLISH LANGUAGE LEARNERS BY AMY BAKERAfiqah Hamid
a research paper submitted in partial fulfillment of the requirements for the degree of Master of Science in Library Science and information Services in the Department of Educational Leadership and Human Development
University of Central Missouri
This document summarizes the spread of English as an international language and discusses its implications for English language teaching. It outlines how English has spread globally through colonialism and American cultural influence. It also describes Kachru's model of the three concentric circles that categorize countries based on their relationship with English. The document argues that English language teaching needs to move beyond privileging inner circle varieties and focus instead on intercultural communication. It discusses recommendations to re-examine assumptions around native speaker norms and standards in order to develop more culturally sensitive pedagogies.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This document is an article that discusses native (NS) and nonnative (NNS) English teachers in Polish schools. It argues that the NS/NNS debate oversimplifies the complexities of teacher training, language learning, and proficiency. The article draws on personal experiences and survey research to show that both NS and NNS teachers have strengths, and that successful second language learning experience is important for teachers of both groups. It concludes that both NS and NNS teachers are valuable for Polish English programs when they have strong teaching skills and language proficiency.
This document is an article that discusses native (NS) and nonnative (NNS) English teachers in Polish schools. It provides personal reflections from researchers with experience teaching English in Poland. The article argues that the NS/NNS debate oversimplifies the complexities of language teaching. It is argued that NS teachers are valuable for teaching idioms and culture but NNS teachers understand language learning difficulties. Both groups have strengths if they have successful language learning experiences. Teacher training and language proficiency are important for all teachers.
This document discusses a study on native and nonnative English teachers in Polish schools. It begins with background on the history of foreign language education in Poland and the opening of new teacher training colleges. It then examines the debate around defining native speakers and argues the dichotomy is overly simplistic. The article draws on personal experiences and surveys to explore the strengths and weaknesses of both native and nonnative English teachers in Poland.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
It argues that while native English teachers are better able to teach pronunciation and idioms, non-native teachers understand students' struggles and are better suited to teach beginners. It concludes both types of teachers have important roles, and supports hiring more native teachers while also assisting them and encouraging language learning to ease their transition to Poland.
It argues that while native English teachers are better able to teach pronunciation and idioms, non-native teachers understand students' struggles and are better suited to teach beginners. It concludes both types of teachers have important roles, and supports hiring more native English teachers while also assisting them and encouraging language learning to ease their transition to Poland.
Academic Language Barriers And Language FreedomLori Moore
This document discusses language barriers faced by non-English speaking academics, particularly those in developing countries. It examines issues faced by researchers and teachers at the National Autonomous University of Mexico in conducting academic activities in languages other than English. The study found that while UNAM supports multilingualism, pressures to publish in English and lack of language training limit participation in international academic networks for many researchers. Suggestions are made to help address disadvantages through improved language resources and distribution of local publications.
The document discusses issues related to the expansion and role of English language teaching globally. It addresses three main questions: 1) Whether English is expanding in balanced ways or at the expense of other languages and cultures. 2) How linguistic policies at the macro level interact with micro-level classroom practices. 3) If academic freedom is being restricted by economic priorities that limit the ecology of languages. The document provides examples from Namibia and criticisms of the British Council and TESOL International for not adequately considering local contexts and needs.
Language learning theory has evolved over many phases from antiquity to today. Early approaches focused on grammar rules and repetition, while later methods emphasized active use and cultural context. Major developments included standardized curricula in the late 19th century, research-backed teaching during World Wars, and a communicative approach focusing on authentic language use from the 1970s onward. The future will continue integrating new ideas from research and technology within eclectic, context-sensitive instruction.
William McGuffey was born in 1873 in West Finley Township, Washington County. He showed early promise as a student, teaching classes at age 14. By age 26, he had become a professor of languages at Miami University in Oxford, Ohio. He is best known for writing the McGuffey's Readers, known as the Eclectic Readers, which were textbooks that some schools still follow templates from today.
Norman L. Butler, Renata Pirog, and William Allan KritsonisWilliam Kritsonis
Norman L. Butler, Renata Pirog, and William Allan Kritsonis
Article: Teaching English to Polish Post-Secondary Vocational Institution Learners by Norman L. Butler, Renata Pirog, and William Allan Kritsonis
Kindle Exclusives Principles of Language Learning and Teachingfosefo56
The sixth edition of this book offers new ways of viewing and teaching second language acquisition (SLA) based on the latest research. Providing a comprehensive overview of the theoretical viewpoints that have shaped language teaching today, the text explains the pedagogical relevance of SLA research in reader-friendly prose.
Olena Ilienko is applying to be the National Coordinator of TESOL-Ukraine again, having previously held this position from 2004-2004. She has extensive experience in teaching English and linguistics, as well as organizing conferences and workshops for English teachers in Ukraine. Her application outlines her qualifications and demonstrates her ongoing commitment to supporting English teachers through her work with TESOL-Ukraine.
Kachru's theory divides the varieties of English used globally into three circles - the Inner Circle consisting of countries where English is the primary language, Outer Circle where it is widely used as a secondary language, and Expanding Circle where it is used predominantly as a foreign language. Studies estimate there were 375 million users in the Inner Circle, 375 million in the Outer Circle, and 750-1000 million in the Expanding Circle as of 2001. English spread from Britain to its colonies and also serves administrative purposes in countries it was adopted in after colonization, contributing to its global influence.
This document summarizes a study that examined how social factors influence the academic performance of first-year sociology students at the University of Johannesburg in South Africa. The study surveyed 210 students and analyzed how variables like home language, type of high school attended, being a first-generation student, living/study space, and family structure impacted academic achievement. The results showed that home language, type of high school, and living/study space significantly affected student performance.
Raising language teacher trainees’ awareness of (mis)understanding and (in)co...Rachel Wicaksono
Rachel Wicaksono, Christopher J. Hall and Andrew John Merrison.
York St John University.
New insights into the study of conversation: Applications to the language classroom.
This document provides an agenda for the NATE 2013 conference to be held from May 15-19 in Surgut, Russia. The conference will begin with a pre-NATE meeting on May 15 featuring presentations on fostering tolerance through English language teaching. Plenary presentations and concurrent workshops will be held on May 16-17 covering topics such as language assessment, teaching culture, mobile apps in the classroom, and preparing students for Cambridge exams. The host city of Surgut in Khanty-Mansiysk Autonomous Okrug will welcome English language teachers and experts from across Russia.
"If you heard me speak, I'd be you'd think I was white" - Problematising teac...Eljee Javier
As recent postings to the BAAL-mail discussion list indicate, the topic of the nativeness of English language teachers is an enduring and divisive one. In this session, we will further problematise this topic through an exploration of the professional life-stories of visible ethnic minority native-English-speaker teachers (VEM-NESTs) and consider what these might reveal about the complexities of 21st century teacher identity in TESOL.
TICE - Building Academic Language in the Classroom HandoutElisabeth Chan
The document summarizes differences between conversational and academic language. It discusses Cummins' model of basic interpersonal communicative skills (BICS) developing in 2-3 years versus cognitive academic language proficiency (CALP) taking 5-7 years. It also references Cummins' quadrants for context and cognitive demand. The rest of the document provides strategies and activities for developing academic writing, reading, speaking and vocabulary skills with examples such as focusing on content and organization in writing, using think-alouds in reading and avoiding initiation-response-evaluation patterns in speaking.
USING COMICS TO IMPROVE LITERACY IN ENGLISH LANGUAGE LEARNERS BY AMY BAKERAfiqah Hamid
a research paper submitted in partial fulfillment of the requirements for the degree of Master of Science in Library Science and information Services in the Department of Educational Leadership and Human Development
University of Central Missouri
This document summarizes the spread of English as an international language and discusses its implications for English language teaching. It outlines how English has spread globally through colonialism and American cultural influence. It also describes Kachru's model of the three concentric circles that categorize countries based on their relationship with English. The document argues that English language teaching needs to move beyond privileging inner circle varieties and focus instead on intercultural communication. It discusses recommendations to re-examine assumptions around native speaker norms and standards in order to develop more culturally sensitive pedagogies.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This document is an article that discusses native (NS) and nonnative (NNS) English teachers in Polish schools. It argues that the NS/NNS debate oversimplifies the complexities of teacher training, language learning, and proficiency. The article draws on personal experiences and survey research to show that both NS and NNS teachers have strengths, and that successful second language learning experience is important for teachers of both groups. It concludes that both NS and NNS teachers are valuable for Polish English programs when they have strong teaching skills and language proficiency.
This document is an article that discusses native (NS) and nonnative (NNS) English teachers in Polish schools. It provides personal reflections from researchers with experience teaching English in Poland. The article argues that the NS/NNS debate oversimplifies the complexities of language teaching. It is argued that NS teachers are valuable for teaching idioms and culture but NNS teachers understand language learning difficulties. Both groups have strengths if they have successful language learning experiences. Teacher training and language proficiency are important for all teachers.
This document discusses a study on native and nonnative English teachers in Polish schools. It begins with background on the history of foreign language education in Poland and the opening of new teacher training colleges. It then examines the debate around defining native speakers and argues the dichotomy is overly simplistic. The article draws on personal experiences and surveys to explore the strengths and weaknesses of both native and nonnative English teachers in Poland.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
It argues that while native English teachers are better able to teach pronunciation and idioms, non-native teachers understand students' struggles and are better suited to teach beginners. It concludes both types of teachers have important roles, and supports hiring more native teachers while also assisting them and encouraging language learning to ease their transition to Poland.
It argues that while native English teachers are better able to teach pronunciation and idioms, non-native teachers understand students' struggles and are better suited to teach beginners. It concludes both types of teachers have important roles, and supports hiring more native English teachers while also assisting them and encouraging language learning to ease their transition to Poland.
Academic Language Barriers And Language FreedomLori Moore
This document discusses language barriers faced by non-English speaking academics, particularly those in developing countries. It examines issues faced by researchers and teachers at the National Autonomous University of Mexico in conducting academic activities in languages other than English. The study found that while UNAM supports multilingualism, pressures to publish in English and lack of language training limit participation in international academic networks for many researchers. Suggestions are made to help address disadvantages through improved language resources and distribution of local publications.
- English is seen as an essential global language by Russian students, providing opportunities for improved careers both within Russia and abroad. After the fall of the Soviet Union, many Russian students embraced learning English for these opportunities.
- Some Russian students chose to study English in New Zealand due to lower costs compared to other countries, as well as the quality education and avoidance of summer interruptions to studies back home. However, studying abroad also presented financial burdens and culture shock for many students and families.
- Teachers of Russian students in New Zealand need to consider students' cultural and educational backgrounds to create a balanced learning environment and address any power imbalances. Materials and teaching styles should be adapted to students' experiences and expectations.
- English is seen as an essential global language by Russian students, providing opportunities for improved careers both within Russia and abroad. After the fall of the Soviet Union, many Russian students embraced learning English for these opportunities.
- Some Russian students chose to study in New Zealand due to lower costs compared to other countries, as well as the quality education offered and avoidance of interrupting studies due to seasonal differences. However, studying abroad also presented financial burdens and culture shock for many students and families.
- Teachers of Russian students in New Zealand need to consider students' cultural and educational backgrounds to create a balanced learning environment and address any power imbalances. Materials and teaching styles should be adapted to the socio-cultural contexts of the different
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
World English refers to the English language as a lingua franca used in business, trade, diplomacy and other spheres of global activity, while World Englishes refers to the different varieties of English and English-based creoles developed in different regions of the world, Smith and Forman (1997), and Thumboo (2001b).
This document provides an overview of the origins and development of English for Specific Purposes (ESP). It discusses how ESP emerged after World War II due to increased demand for English in technical, scientific, and economic fields. It also summarizes the key stages in the development of ESP, from early approaches focusing on register analysis and sentence-level grammar to later approaches incorporating discourse analysis, target situation analysis, skills and strategies, and learner-centered methods. The document also examines differing definitions of ESP provided by scholars over time.
This document discusses issues of diversity, race, and discrimination in the field of teaching English as a foreign language (EFL). It addresses the myth that only white native English speakers can truly own the language or be considered ideal teachers. The document advocates educating EFL students and administrators about English as a global language with over 1 billion speakers worldwide from diverse backgrounds. It also suggests the benefits of a diverse EFL workforce and ways to create a more inclusive environment that considers teachers based on qualifications rather than race or perceived nativeness.
English as a Lingua Franca pre-sessional EnglishGreg Wells
The document discusses English as a lingua franca (ELF) in global academic contexts. It explores the use of English in university instruction and debates around accepting non-standard varieties of English. Some key points discussed include: the definition of ELF as communication between speakers with different first languages; the growth of English medium instruction globally but especially in Europe; and surveys finding most academics prioritize communication over correctness or conformity to native standards when grading students' English. It also presents opposing views, with some arguing only standard English should be accepted and others believing there is no single native standard and intelligibility is most important.
Applied Linguistics And English Language TeachingDereck Downing
This document discusses the relationship between linguistics and language teaching. It explains that linguistics and applied linguistics have influenced language teaching methodology. Specifically, it discusses how different schools of thought in linguistics such as behaviorism, cognitivism, and constructivism have impacted language teaching approaches. It also explores how linguistics can inform areas like materials development, teaching techniques, and teacher training to improve language instruction.
This document discusses the history and importance of teaching pronunciation in the English language. [1] It outlines the origins and evolution of English from Old English to Middle English to Modern English. [2] The author argues that pronunciation is an integral part of learning a second language as it affects communicative competence and intelligibility. [3] Teachers need training in phonetics and classroom techniques to effectively teach pronunciation to students.
The document discusses the history and importance of teaching pronunciation in the English language. It begins with a brief overview of the origins and development of English from Old English to Middle English to Modern English. It then focuses on pronunciation, noting that pronunciation is an integral part of language learning and communication. However, teaching pronunciation is often overlooked or not prioritized. The document advocates for the importance of teaching pronunciation in language classrooms and provides references that discuss strategies and techniques for doing so effectively.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
The document provides an overview of different models for categorizing speakers of English based on whether it is their native, second, or foreign language. It discusses Kachru's three circles model of inner circle (traditional bases), outer circle (former colonies), and expanding circle (other countries). It notes difficulties with these models and proposes some alternatives, including based on competence rather than geography. Sound samples from different English speakers are then provided to test whether the listener can identify a native versus non-native speaker.
The document summarizes the development of the Audiolingual Method approach to language teaching. It began with the Army Specialized Training Program during WWII that used an intensive oral-based approach with native speakers to rapidly teach languages to soldiers. This approach was adopted by linguists and influenced the emergence of teaching English as a foreign language in the US. The University of Michigan established the first English Language Institute in 1939 under Charles Fries, who applied structural linguistics principles to language teaching through drilling of basic sentence patterns and contrastive analysis. This became the foundation for the Audiolingual Method, which emphasized pronunciation, grammar patterns, and contrastive analysis between the first and target languages.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. The Lamar University Electronic Journal of Student Research
Spring 2007
Native vs. Nonnative English Teachers in Polish Schools:
Personal Reflections
Catherine Smith, PhD
Assistant Professor in Applied Linguistics
Department of English
Troy University
Troy, Alabama, USA
Norman L. Butler, PhD
Doctor of Humanities Degree in Pedagogy
Lecturer in English
Department of Foreign Languages
AGH University of Science and Technology
Krakow, Poland
Teresa Ann Hughes, PhD
(First Recipient of PhD at PVAMU, December 2006)
PhD Student in Educational Leadership
Prairie View A&M University
College of Education
David Herrington, PhD
Assistant Professor
Department of Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
2. ________________________________________________________________________
ABSTRACT
This article discusses the strengths and weaknesses of native and nonnative English
teachers in Polish schools in light of the researchers’ personal language teaching
experience and language teacher research and training. It is argued that the
NS/NNS controversy is oversimplified and ignores the complexities of teacher
training, language learning, and language proficiency. It is further argued that NS
English teachers should be employed in Poland because they teach in their own
language, use current idioms, provide information about English speaking countries
and enhance the credibility of programs. Furthermore, the importance of NNS
English teachers in Polish schools is stressed. The discussion closes by emphasizing
the importance of both NS and NNS English teachers having successful classroom
second language learning experiences themselves and an adequate skill set in
language teaching.
________________________________________________________________________
Introduction
In 1982, sociolinguist Joshua Fishman observed that “the sun never sets on the
English language” (Fishman, 1982, p. 18). In 1997, Graddol from the British Council
noted that the number of English second language speakers far exceeds the number
English first language speakers, and this implies that “English is no longer the privilege
of native speakers” (Graddol,1997; Medgyes, 2001, p. 429). These statements from the
1980s and 1990s foreshadow a current controversy between native speaker (NS) teachers
and nonnative speaker (NNS) English teachers. Research from Applied Linguistics
establishes that the dichotomy is oversimplified and ignores the complexities of teacher
training, language learning, and language proficiency for both NS and NNS alike.
Nevertheless, high quality English language teaching is very important for
individual success and program credibility. However, a large unexpected influx of
immigrants may compromise an ability to provide quality language instruction. Such
seems to be the case for Ireland and Great Britain which have “open door” policies for
Polish workers, meaning that citizens of Poland have the same right to be employed in
these countries as Irish and British nationals.1
On the flipside of the coin, Poland must
also provide quality English language instruction. Thus, the purpose of this article is to
discuss the strengths and weaknesses of NS and NNS English teachers in Polish schools.
More specifically, against a background description of foreign languages in Polish
curriculum, this article redefines the NS vs. NNS controversy and reports observations
from personal experiences and teacher surveys in the interest of guiding well-grounded
decisions in English language programs.
3. Foreign Languages in Polish Curriculum and New Teacher Training Colleges
Foreign languages have been part of the Polish school curriculum for some time.
Starting in the late 1940s, Russian was adopted as the primary foreign language to be
instructed to all students from age 11 upwards, regardless of the type of institution
(Janowski, 1992, p. 43). A “West European language” was offered as a “second foreign
language” only to pupils attending full secondary school, in other words, institutions
leading to a school leaving certificate (Janowski, 1992: 43). From the 1989-90 academic
year onward, the learning of Russian ceased to be compulsory, and at about the same
time, the Polish government began to encourage the widespread teaching of West
European languages in schools (Janowski, 1992, p. 50).
In support of the government’s new policy on West European languages, 55 new
teacher training colleges were opened throughout Poland (Janowski, 1992, p.51). By
1992, two foreign organizations had endorsed this new training initiative by sending
volunteers to Poland: 1) Solidarity Eastern Europe, a Canadian company, and 2) the
American Peace Corps. Dr. Norman Butler has first-hand knowledge of the activities of
these organizations. In 1991, he was recruited by Solidarity Eastern Europe to teach
English at Rzeszow University of Technology, and while he was there, he got to know
one Peace Corps worker.
Defining the Native Speaker Controversy
At the bottom of the NS vs. NNS controversy lies the native speaker model. The
NS model begins to break down when one begins to define criteria and measurements to
distinguish NS from NNS (or NS proficiency from NNS proficiency). A usual starting
point for defining “nativeness” is country of birth (Medgyes, 2001, p. 430). However,
many individuals live and marry across social or political language boundaries. The next
criteria may be that a person’s childhood and education must be spent in an English
speaking country. However, there are many English speaking countries (UK, US,
Australia, India, Nigeria, Singapore) whose standard English dialects differ. Even in
“traditional” English speaking countries, college educated NS English teachers regularly
use English that is remarkably similar or quantifiably less standard than college educated
NNS English teachers (Smith, 2004). A look at corpus linguistics data (i.e., empirically
collected natural language use) illustrates the non-standard English of NS conversation:
“It looks more organized. And it looks more excellent to me, it looks more curly.
Like, that’s what I thought you were, you wanted to do” (Conrad, Biber, & Leech
2002, p. 100).
Nevertheless, the NS model has been responsible for unprofessional favouritism
in institutions, publishing houses, and government agencies (Medgyes, 2001, p. 433).
Teacher training programs may primarily address the needs of NS teachers. Publishers
seem to tailor materials to the needs and preferences of NS teachers. Recommendations
submitted by NS may be accepted without challenge while those submitted by NNS may
be ignored. NS with little or no teaching qualifications may be hired before experienced
4. NNS. The story of the NS backpacker with no teaching qualifications or experience
finding a job in a language institute has been too common, as is this rejection letter from
a London language school: “I am afraid we have to insist that all our teachers are native
speakers of English. Our students do not travel halfway round the world only to be
taught by a nonnative speaker (however good that person’s English may be)” (Illés, 1991;
Medgyes, 2001, p.87).
Because of these practices, there has been a backlash against NS English teachers.
In 1991, TESOL, Inc., passed a resolution to take necessary action against discriminatory
hiring practices (Medgyes, 2001, p. 432). Highly prominent researchers have spoken out
against such practices. In 1994, Widdowson wrote that English “is not a possession
which [native speakers] lease out to others, while still retaining a freehold. Other people
actually own it” (Widdowson, 1994, p.385). Likewise, in 1997, Norton wrote that
English “belongs to all people who speak it, whether native and nonnative, whether ESL
or EFL, whether standard or non-standard” (Norton, 1997, p. 427).
And yet, the native speaker ideal survives. Davies observes that “the native
speaker is a fine myth: we need it as a model, a goal, almost an inspiration; but it is
useless as a measure; it will not help us define our goals” (Davies, 1996, p. 157). Thus,
the NS vs. NNS controversy warrants re-examination. The following sections draw on
the personal experiences of Dr. Norman Butler, the survey research of Medgyes (1994),
and the experiences of Dr. Catherine Smith.
Personal Reflections on NS vs. NNS Teachers of English
This section presents first-hand observations by Dr. Norman Butler, whose
experience teaching English covers a period of 14 years at three Polish higher
institutions: Technical University of Krakow, AGH University of Science and
Technology, and Rzeszow University of Technology.
Personal Reflections on NS Teachers of English
Students are more likely to learn how to speak English when taught by a native as
opposed to a nonnative teacher of English. It is not natural for Poles to speak to one
another in English. Nevertheless, some of Dr. Butler’s students at AGH University of
Science and Technology have told him that it is easier for them to communicate in
English with non-native teachers than it is with their foreign counterparts. Dr. Butler
could identify with his students’ remarks. When Dr. Butler studied Polish it was often
easier for him to communicate (in Polish) with his fellow students than with native Poles.
Native teachers of English employ current idioms when speaking and writing
when in fact their Polish tallies make use of outdated ones. This is not surprising because
many non-native teachers have limited contact with native speakers of English. It is quite
expensive for Poles to travel to English speaking countries.
Native instructors of English interact with non-native teachers enabling them to
maintain and increase their level of competence in the target language. For example,
5. when Dr. Butler was employed at Rzeszow University of Technology a Peace Corps
volunteer, he organized conversation classes for all members of the teaching staff.
Furthermore, native teacher interactions involving colleagues and students leads to
increased information about English speaking countries.
Native instructors enhance the credibility of English language programs. This is a
strong incentive for Polish school systems to hire native speakers. Interestingly, language
schools in Poland advertise that they have native speakers of English on staff in the hope
that they will attract more students.
It is important to ease cultural shock that natives teachers of English experience
upon arriving in Poland, and facilitate the psycho-sociological process of acculturation.
This can be done by:
1. Assigning nonnative teachers to assist newcomers in such matters as finding
accommodation, acquiring a visa, etc.
2. Enrolling native teachers in Polish language courses.
Personal Reflections on NNS Teachers of English
Nonnative teachers of English have teaching strengths that native teachers do not
possess. They are more familiar with the difficulties of learning English than their
foreign counterparts because they have had direct experience in acquiring the target
language. For instance, nonnative teachers are more conscious of when to instruct
students to use present simple verb forms vs. present continuous verb forms than native
teachers. (Note: English has a complex verb system of two tenses (past, nonpast) and
three aspects (simple, perfect, progressive) which are often mistakenly referred to as
tenses in traditional grammar. In Polish, there is only one present tense).
Finally, it has been Dr. Butler’s experience than it is easier for nonnative
instructors of English to teach beginners than it is for their foreign counterparts.
Medgyes’s (1994) Study on NS vs. NNS Teachers of English
Medgyes’s (1994) research on NS vs. NNS teachers of English supports and
elaborates on Dr. Butler’s personal experiences. Medgyes surveyed 325 teachers from 11
countries; 86% were NNS and 14% were NS teachers. Figure 1 reproduces the results on
these teachers’ self-reported teaching behaviours. Results of the surveys indicate that the
central issue separating NS and NNS English teachers is not competence but simply
difference. Each group brings different talents and needs to the profession.
Figure 1: Reproduction of Medgyes’s (1994) Survey of NS and NNS English Teachers
NS English Teachers NNS English Teachers
Use of English
speak better English
use real language
use English more confidently
speak poorer English
use “bookish” language
use English less confidently
6. General Attitude
adopt a more flexible approach
are more innovative
are less empathetic
attend to perceived needs
have far-fetched expectations
are more casual
are less committed
adopt a more guided approach
are more cautious
are more empathetic
attend to real needs
have realistic expectations
are stricter
are more committed
Attitude to Teaching Language
are less insightful
focus on:
fluency
meaning
language in use
oral skills
colloquial registers
teach items in context
prefer free activities
favour group work/pair work
use a variety of materials
tolerate errors
set fewer tests
use no/less L1
resort to no/less translation
assign less homework
are more insightful
focus on:
accuracy
form
grammar rules
printed word
formal registers
teach items in isolation
prefer controlled activities
favour frontal work
use a single textbook
correct/punish errors
set more tests
use more L1
resort to more translation
assign more homework
Attitude to Teaching Culture
supply more cultural information supply less cultural information
Personal Reflections on Second Language Teachers
This paper closes with reflections from Dr. Catherine Smith, who has first-hand
experience teaching German, French and English as foreign languages in the US and
Europe, experience training NS and NNS teachers of English, and experience in
comparative analysis of English language skills in NS and NNS English teachers. In her
experience, teachers teach as they were taught, and the strongest predictor of language
teaching success is having successful second language classroom learning experiences
oneself. Bilinguals do not necessarily make good language teachers (many bilinguals
learned their second language in natural settings, not classroom setting); rather,
successful classroom language learning experience is the crucial factor for both NS and
NNS teachers alike. “The multicompetent, multilingual teacher is qualitatively different
and incomparably more capable than the monolingual teacher” (Cook, 1999; Medgyes,
2001). This multicompetence includes an understanding of how to apply language
learning theories to create salient, organized English instruction in systematic classroom
practices, and to provide numerous opportunities to use English in scaffolded activities
that move in a continuum from word level to discourse level. Furthermore, an accurate
7. knowledge of the structure and functions of English across different contexts of language
use (which is not represented in traditional or transformational grammar) is crucial in
both language teaching and assessment. These skills are fundamental for both NS and
NNS English teachers as well as the success and credibility of English language
programs.
Note
1. According to the Irish Examiner, 33,000 Polish workers have arrived in Ireland since
Poland’s accession to the EU in May 2004.
References
Cook, Vivian. (1999). Going beyond the native speaker in language teaching. TESOL
Quarterly, 33(2), 185-209.
Conrad, Susan, Doug Biber, Geoffrey, & Leech. (2002). Longman student grammar of
spoken and written English workbook. London/New York: Longman.
Davies. (1996). What second language learners can tell us about the native speaker:
Identifying and describing exception. Paper presented at American Association of
Applied Linguistics, Chicago, Illinois.
Fishman, Joshua. (1982). The sociology of English as an additional language. In Kachru
(Ed.), The other tongue: English across cultures. Oxford: Pergamon Press.
Irish Examiner.Abuse of Polish workers widespread, says embassy.Retrieved November
12, 2006, from
file:///C:/Documents%20and%20Settings/Norman%20Butler/Moje%20dokument
y/story130329102.asp.htm
Janowski, A. (1992). Polish education: Changes and prospects. Oxford Studies in
Comparative Education, 2(1), 41-55.
Medgyes. (2001). When the teacher is a non-native speaker. In Celce-Murcia (Ed.),
Teaching English as a second or foreign language (3rd
ed.). London: Thomson
Learning.
Norton (1997). Language, identity and the ownership of English. TESOL Quarterly,
31(3), 409-429.
Smith, Catherine. (2004). The role of tense/aspect in L1 and L2 writing. Unpublished
Dissertation, Northern Arizona University, English Department.
The non-native teacher (1994). Basingstoke, UK: Macmillan.
Widdowson. (1994). The ownership of English. TESOL Quarterly, 29(2), 377-389.