Successful Strategies Used by Non-Native English-Speaking Teacherss in the EFL Classroom

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While we are moving towards a global world, the once sharp distinction between native-English-speaking teachers (NESTs) and non-native-English-speaking teachers (NNESTs) is being challenged. Research on the phenomenon explored self-perceptions of NNESTs and their identities (Liu, 1999; Medyges, 1994; Reves and Medgyes, 1994), differences in the teaching behavior of NESTs and NNESTs (Arva and Medyges, 2000), students’ perceptions of NNESTs (Benke and Medgyes, 2005; Braine and Moussu, 2006), and the challenges NNESTs face in the classroom and in the profession. There is a need and demand for further exploration of the importance of being a NNEST and the successful practices and strategies used by NNESTs in the English as a Foreign Language (EFL) classroom.

The presentation will focus on the preliminary findings from the piloting of a larger case study on the classroom practices of pre- and in-service NNESTs in Istanbul, Turkey. Based on observational and interview data from around 40 pre-service English language teachers and 90 in-service teachers, the study aims to bridge the gap between the theory and the practice by offering some successful strategies used by the NNESTs through the following research questions:
- What are the major concerns of NNESTs in the EFL context?
- What are the strengths of NNESTs in the EFL classroom as perceived by teachers?

Data indicated discrimination in hiring decisions, difficulty in gaining students’ respect and trust, lack of institutional language use and non-native pronunciation as NNESTs’ major concerns. Sharing the L1 and culture with learners, going through similar language learning experiences, teaching of grammar and giving feedback emerged as the major strengths of NNESTs. Researchers concluded that the very question of NEST or NNEST seems to be an overly simplistic question inadequate to cover the complexity of the phenomenon.

Stream: Teacher Training and Professional Development

Paper: A paper has not yet been submitted.

Dr. Sibel Tatar has been teaching at the Department of Foreign Language Education at Boğaziçi University, since 2003. She received her PhD. in language education from Indiana University in Bloomington, Indiana. Her research interests include intercultural communication, teacher education and language testing.

Senem Yildiz is an assistant professor at Bogazici University, Foreign Language Education Department where she teaches undergraduate and graduate courses about ELT materials evaluation, design and development and program evaluation. Her research interests include CALL, online learning, and materials design in language education.