Challenges and Triumphs for Challenges and Triumphs for Nonnative-English Speaking Nonnative-English Speaking
Teachers in IEPsTeachers 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 1
Non-Native Speakers in IEPs: Non-Native Speakers in IEPs: Some Administrative ViewsSome Administrative Views
By T. Leo SchmittAssistant Director
Intensive English Communication Program
Penn State University
TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection 2
OverviewOverviewWhat not to look atViews of Stakeholders◦NS and NNS faculty, sponsors and
studentsWays perceptions can impact a
program◦Marketing, Cultural Knowledge,
Learning Experiences
TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection 3
What does not (or should What does not (or should not) concern us.not) concern us.
Teaching Skill Teaching ExperienceCredentials TrainingEthnicity
TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection 4
Native Speaker Faculty Native Speaker Faculty ViewsViews
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 5
NNES Faculty ViewsNNES Faculty ViewsMost NS faculty are supportiveStudents feel encouraged or are
neutral◦Some ‘suspicion’, but that usually
disappears. Feel defensive towards studentsAwareness of ideology◦Assimilation vs. Integration
TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection 6
NNES Faculty ViewsNNES Faculty ViewsKnowledge of Culture◦Outsider vs. Insider.
Own culture vs. adopted cultureSome 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 7
Sponsors’ ViewsSponsors’ ViewsForeigners do not know EnglishNative Speakers are the bestCost◦We could import NNES teachers
cheaper
TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection 8
Student ViewsStudent ViewsStereotypes of Native Speakers◦Blond-haired, blue-eyed, big-nosed is
bestAlignment 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 9
MarketingMarketingPreconceived NotionsEnrollment PressuresTeaching an Unknown Audience
TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection 10
Cultural KnowledgeCultural KnowledgeWhat 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 11
Learning ExperiencesLearning ExperiencesWho has mastered the language?Acquiring vs. Learning
TESOL 2010/Intensive English Programs and Nonnative Speakers of English in TESOL Intersection 12
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