How Perceptions and Attitudes Towards Native and Non-Native English Speaking Teachers influences Pedagogy

This study focuses on four English language teachers (ELTs) and how perceptions of their statuses as native English-speaking teachers (NESTs) or non-native Englishspeaking teachers (NNESTs) influence their pedagogies. Through the analysis of four interviews, this qualitative study explores how these English-speaking teachers not only perceive themselves, but also how they think their students perceive them as either native, or non-native English speaking teachers. A cross-case analysis where the findings are situated within the literature is also presented. The findings are presented as four case studies that examine self-perception as a NEST or NNEST; ELL teaching strategies and philosophy of teaching; and teacher to student relationships. The participants provided valuable insight on how their English-speaking status affects their pedagogies. This study found that there are significant pedagogical differences between NESTs and NNESTs throughout the three themes that arose from the interviews. The discussion explores the strengths and weaknesses that are connected to English-speaking status along with suggestions for future studies. Key Words: English language learners, native English speaking teachers, non-native English speaking teachers, pedagogies. PERCEPTIONS OF NATIVE AND NON-­‐NATIVE ENGLISH SPEAKING TEACHERS 3 Acknowledgements First and foremost, I would like to thank my parents, Angela and Robert Abriel, for giving me the courage to take the many risks I have taken in my life. My adventure teaching in South Korea, and my interest in this research topic would have not been possible without their unconditional love and support in everything that I do. Second, I would like to thank my beautiful, hard working, and loving co-teachers who taught by my side teaching English in South Korea. They provided me with valuable insight about teaching practices in South Korea, and ultimately, gave me the curiosity and motivation to explore the differences between native and non-native English speaking teachers. I would like to specifically acknowledge my co-teacher, Jenny, who took time out of her day to talk endlessly about her career and life. I would like to take this time to wish her the absolute best to her and her family, as I have unfortunately lost touch with her over the last couple of years. I will never forget how supportive and caring she was through all my struggles adjusting to her beautiful country. Third, I would like to thank my research supervisor, Katherine Rehner for supporting me throughout this long and arduous process. Her constructive feedback and support guided me throughout the last year of this difficult and final year in the MT program. Fourth, I would like to thank my colleague and close friend, Jenifer Kim, who also aided me throughout the writing process. Having similar research topics, it was extremely encouraging and helpful to have someone to share ideas and stories with. Fifth, I would like to thank the four participants who took time out of their day to sit and talk to me about their intimate thoughts and practices as English teachers. My research questions demanded very personal responses; so I would like to take this time to extend my appreciation to their vulnerability and willingness to PERCEPTIONS OF NATIVE AND NON-­‐NATIVE ENGLISH SPEAKING TEACHERS 4 participate in this study. Finally, I would like to thank all my professors and fellow MT colleagues at OISE, for their ongoing encouragement, approachability and help. Although these last two years have been demanding and stressful, my MT colleagues and professors have made it such a pleasurable experience. PERCEPTIONS OF NATIVE AND NON-­‐NATIVE ENGLISH SPEAKING TEACHERS 5 Table of Contents CHAPTER 1: INTRODUCTION 7 INTRODUCTION TO THE RESEARCH STUDY 7 PURPOSE OF THE STUDY AND RESEARCH QUESTIONS 8 BACKGROUND OF THE RESEARCHER 9 CHAPTER 2: LITERATURE REVIEW 12 LITERATURE REVIEW 12 THE DEBATE ON NESTS VERSUS NNESTS 12 THE PERCEPTION OF NESTS VERSUS NNESTS FROM THE POINT OF VIEW OF THE STUDENT 15 COLLABORATION BETWEEN NNESTS AND NESTS 17 CHAPTER 3: METHODOLGY 20 PROCEDURE 20 INSTRUMENTS OF DATA COLLECTION 20 PARTICIPANTS 21 DATA COLLECTION AND ANALYSIS 22 ETHICAL REVIEW PROCEDURES 23 LIMITATIONS 23 CHAPTER 4: FINDINGS 25 INTRODUCTION 25 INTERVIEW 1 – KRISTA MCDONALD 26 SELF-­‐PERCEPTION AS A NEST 27 PHILOSOPHY OF TEACHING AND ELL STRATEGIES 28 TEACHER TO STUDENT RELATIONSHIPS 29 INTERVIEW 2 – LISA LEE 29 SELF-­‐PERCEPTION AS A NNEST 30 PHILOSOPHY OF TEACHING AND ELL STRATEGIES 31 TEACHER TO STUDENT RELATIONSHIPS 33 INTERVIEW 3 – JASON TAYLOR 34 SELF PERCEPTION AS A NEST 34 TEACHING PHILOSOPHY, ELL STRATEGIES AND TEACHER TO STUDENT RELATIONSHIPS 35 INTERVIEW # 4 – MI-­‐YONG KIM 36 SELF-­‐PERCEPTION AS A NNEST 37 TEACHING PHILOSOPHY, ELL STRATEGIES AND TEACHER TO STUDENT RELATIONSHIPS 37 PERCEPTIONS OF NATIVE AND NON-­‐NATIVE ENGLISH SPEAKING TEACHERS 6 CHAPTER 5: CONCLUSION AND DISCUSSION 40 PARTICIPANT OVERVIEW 40 CONNECTION TO THE LITERATURE 41 THE NEST VERSUS NNEST DEBATE 41 STUDENT PERCEPTIONS OF NESTS AND NNESTS 43 LIMITATIONS OF THE STUDY 45 FURTHER STUDY 45 REFERENCES 47 APPENDICES 49 APPENDIX A: LETTER OF CONSENT FOR INTERVIEW 49 APPENDIX B: TEACHER INTERVIEW QUESTIONS 51 APPENDIX C: PROFICIENCY LEVEL INDEX 53