The Professional Identity of EFL Teachers: The Complexity of Nativeness

Autor/inn/en	Mannes, Adina; Katz, Yaacov J.
Titel	The Professional Identity of EFL Teachers: The Complexity of Nativeness
Quelle	In: Curriculum and Teaching, 35 (2020) 2, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/35.2.02
Schlagwörter	Professional Identity; Language Teachers; English (Second Language); High School Teachers; Native Speakers; Language Role; Language Proficiency; Communicative Competence (Languages); Context Effect; Immigrants; Teacher Student Relationship; Parent Attitudes; Expectation; Expertise; Prior Learning; Foreign Countries; Self Efficacy; Israel + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Muttersprachler; Language skill; Language skills; Sprachkompetenz; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Immigrant; Immigrantin; Immigranten; Teacher student relationships; Lehrer-Schüler-Beziehung; Elternverhalten; Expectancy; Erwartung; Expert appraisal; Vorkenntnisse; Ausland; Self-efficacy; Selbstwirksamkeit
Abstract	The current study quantitatively examines the professional identity of 150 EFL teachers in the Israeli educational system. Findings indicate that native English-speaking teachers ("NESTs") rate themselves higher than non-native English-speaking teachers. Still, fewer differences between the groups were found than predicted. While the results of this study support the idea of considering native English proficiency to be advantageous, the global situation of English use suggests that a different direction should be adopted. Taking advantage of the strengths of each group by embracing cooperation between teachers from different linguistic backgrounds could contribute to a stronger professional identity for language teachers, thus reducing the dichotomy between native English speakers and those who do not speak English natively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01