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Native and Non-Native Teachers' Changing Beliefs about Teaching English as an International Language

International journal of society, culture & language, 2019-07, Vol.7 (2), p.1-14 [Peer Reviewed Journal]

2019. This work is published under NOCC (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;EISSN: 2329-2210

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  • Title:
    Native and Non-Native Teachers' Changing Beliefs about Teaching English as an International Language
  • Author: Tajeddin, Zia ; Atai, Mahmood Reza ; Shayeghi, Rose
  • Subjects: Beliefs ; English as an international language ; International languages ; Native teachers ; Nonnative-speaking teachers ; Teacher attitudes ; Teaching
  • Is Part Of: International journal of society, culture & language, 2019-07, Vol.7 (2), p.1-14
  • Description: In view of the paucity of evidence on teachers' conceptions of teaching English an International Language (EIL), the present study used panel discussions to investigate the beliefs of 10 native and 10 non-native English-speaking teachers about their roles in teaching English in the EIL contexts and the perceptions of EIL. The findings revealed that some aspects of teachers' beliefs about their roles were reshaped after panel discussions. Non-native teachers showed lower levels of self-confidence in their role in teaching EIL and underlined the superiority of native teachers. However, after panel discussions, they were able to notice their advantages in comparison with native teachers. It was also observed that both non-native and native teachers underwent a slight shift in conceptualizing what EIL is. Non-native teachers' appraisal of native speakerism also decreased after panel discussions. These findings suggest that both native and non-native teachers hold certain beliefs about EIL and native speakerism which are not in line with EIL theorizing.
  • Publisher: Raleigh: International Journal of Society, Culture and Language
  • Language: English
  • Identifier: EISSN: 2329-2210
  • Source: ProQuest Central
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