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