Non-Native Speakers of the Language of Instruction: Self-Perceptions of Teaching Ability

Autor/in	Samuel, Carolyn
Titel	Non-Native Speakers of the Language of Instruction: Self-Perceptions of Teaching Ability
Quelle	In: Canadian Modern Language Review, 73 (2017) 3, S.393-417 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Second Language Learning; Teacher Effectiveness; Self Efficacy; Oral Language; Native Speakers; Language of Instruction; College Faculty; Semi Structured Interviews; Teacher Attitudes; English; French; Institutional Characteristics; Teaching Methods; Foreign Countries; Teacher Characteristics; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Oral interpretation; Mündlicher Sprachgebrauch; Muttersprachler; Teaching language; Unterrichtssprache; Fakultät; Lehrerverhalten; English language; Englisch; Französisch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kanada
Abstract	Given the linguistically diverse instructor and student populations at Canadian universities, mutually comprehensible oral language may not be a given. Indeed, both instructors who are non-native speakers of the language of instruction (NNSLIs) and students have acknowledged oral communication challenges. Little is known, though, about how the NNSLI population perceives its ability to teach in a second language (L2). This paper presents results pertaining to one part of a larger, exploratory study that investigated how NNSLI instructors perceive their ability to teach in their L2. Teachers' perceptions of themselves as able classroom teachers, referred to as teachers' sense of efficacy (Bandura, 1997; Woolfolk Hoy & Burke-Spero, 2005), are important for their potential positive impact on student learning. To examine how NNSLIs perceive their language ability to shape their classroom teaching, data were collected through semi-structured interviews with participants (n = 14) from English- and French-medium Canadian universities. Thematic analyses of the interview data revealed that self-perceptions of language ability influence instructional strategy choices. In addition, NNSLIs described going to great lengths to prepare their language for teaching and emphasized that this extra layer of teaching preparation is especially time-consuming. Results and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01