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Record identifier : 569575
Personal Name - Primary Intelectual Responsibility : Lee, Jessica S
Title and statement of responsibility : Nonnative English-speaking teachers of ESL: An examination of their pedagogical approaches in the classroom and the challenges they face in the teaching profession [Thesis]
Publication, Distribution,Etc. : The George Washington University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , The George Washington University
Summary or Abstract : This multi-case study examined five nonnative English-speaking teachers (NNESTs) in the ESL teaching profession. The purpose of this qualitative multi-case study was to increase our in-depth understanding of nonnative English-speaking teachers by exploring the kinds of experiences that have influenced their pedagogy in the ESL classroom and by examining the challenges NNESTs face in the ESL teaching profession. The research used purposeful sampling in selecting the five nonnative English-speaking teachers, all of whom have recently graduated or are enrolled in a master's degree program related to TESOL/ESL education. Primary forms of data were comprised of face-to-face interviews, email communications and classroom observations. The data analysis process consisted of coding procedures to ultimately conduct within-case analysis and cross-case analysis. These analyses allowed for patterns to emerge through the use of repetitious words or phrases that may suggest possible recurrent themes in the general experiences of nonnative English-speaking instructors. The study found that the participants' pedagogical approaches are heavily impacted by their linguistic, educational, and cultural experiences and that challenges still exist ubiquitously for NNESTs in the ESL teaching profession. Specifically, the data evidenced that NNESTs face the following challenges: discriminatory hiring practices; issues of credibility; and preferences for NES teachers. The study also found that even though NNESTS were taught using traditional pedagogical approaches, they do not use such approaches when teaching. Instead, they often utilize their nonnative status as a positive source in implementing ESL pedagogy in the classroom. As the data in the study indicated that the participants' pedagogical approaches have been influenced by their past linguistic, educational, and cultural experiences, this study has the potential to contribute to TESOL/ESL Teacher Education Programs. This understanding will help teacher education programs become better attuned to teacher candidates' experiences and backgrounds and encourage NNES future teachers to examine their varied experiences in relation to theories of language acquisition, language teaching and curriculum design..
Topical Name Used as Subject : Language arts
: Linguistics
: Teacher education
Information of biblio record : TL
 
 
 
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