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Beliefs about Non-Native Teachers in English as an International Language: A Positioning Analysis of Iranian Language Teachers’ Voices

Applied research on English language, 2019-04, Vol.8 (2), p.267-286 [Peer Reviewed Journal]

ISSN: 2252-0198 ;EISSN: 2322-5343 ;DOI: 10.22108/are.2018.112979.1361

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  • Title:
    Beliefs about Non-Native Teachers in English as an International Language: A Positioning Analysis of Iranian Language Teachers’ Voices
  • Author: Zia Tajeddin ; Samaneh Eslamdoost
  • Subjects: english as an international language (eil) ; native teachers ; non-native teachers ; positioning
  • Is Part Of: Applied research on English language, 2019-04, Vol.8 (2), p.267-286
  • Description: The unprecedented growth of English and arrival of English as an International Language (EIL) has generated a new fledged argument about English language teachers’ role and status around the world. To date, much of the debate on the native/non-native distinction in EIL settings and factors contributing to sharpen distinctions has remained unsettled. This gap motivated this study on the English teachers’ grasp of their role and their stance in the EIL setting of Iran. For this purpose, this study adopted both quantitative and qualitative approaches to explore the nature of the English teachers’ attitudes through an EIL scale and teachers’ narrative accounts through Telegram groups. The three-level positioning analysis (Bamberg, 1997) of English teachers’ narrative accounts contradicted their perceptive evaluations of their status, as non-native English teachers. The results proved that, despite highlights of blurred distinctions, English teachers in Iran still believe that English belongs to the native speakers and position native speaker teachers as better models for pedagogical practices. The results have implications for teachers’ beliefs and the role of teacher education programs
  • Publisher: University of Isfahan
  • Language: English
  • Identifier: ISSN: 2252-0198
    EISSN: 2322-5343
    DOI: 10.22108/are.2018.112979.1361
  • Source: DOAJ Directory of Open Access Journals
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