Exigencias normativas

4) itled, “In Their Own Voices: Non-native Speaker

Profess th in

.

moting for overcoming their obstacles and developing their professionalism. What follows are some suggestions TESOL teacher education programs may use to help NNESs overcome obstacles and prepare them in a professional way.

To bring more visibility to non-native speaker issues, George Braine (200 organized a colloquium t

ionals in TESOL,” at the 30 annual TESOL convention, held in Chicago 1996. An idea for a TESOL caucus for nonnative speakers was first proposed during this colloquium. In October 1998, the Nonnative English Speakers in TESOL caucus was established to create a nondiscriminatory professional environment for all TESOL members regardless of native language and place of birth, and to encourage research and publications on the role of NNES teachers in ESL and EFL contexts The TESOL NNES caucus has played an important role in encouraging formal and informal gatherings of NNESs at TESOL and affiliate conferences, and in pro the role of NNES in TESOL and affiliate leadership positions. However, not every graduate student has a chance to travel to the TESOL annual conference because of economic and academic demands. Thus, the teacher education programs where NNESs enroll play a critical role in helping NNESs overcome obstacles and grow professionally.

Curric

n

ESs

tive ine Kamhi-Stein in designing this cross-curricula approach to instruction is centere

hat

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ltiple on to theories of language acquisition, methodology, and curriculum design. It also allows

ulum Design and Seminar

As students in TESOL teacher education programs, the NNES ESL teachers i this study experienced challenges and obstacles as they strived to become ESL teachers. From Kuriko’s and Wen-Lin’s narratives, we learn that the issues of NN were not explicitly addressed in their programs. While they were struggling with their academic work and cultural and linguistic issues, they could not find a way to share their concerns. They internalized these struggles and issues as their own inferior qualifications. As a result, these struggles decreased their self-confidence as ESL teachers.

To prepare NNESs for becoming professional ESL teachers, Kamhi-Stein (1999) makes a strong case for integrating instruction on issues related to nonna speakers across the curriculum in TESOL preparation programs. The main guidel that directs

d on two questions: What types of discussions within the TESOL curriculum could promote an improvement in the self-image and self-perception of the NNES teacher candidates and at the same time, prepare them for addressing some of the situations that they are likely to encounter in their professional lives and in w ways, if any, would it be possible to increase the visibility of NNESs and the issues that concern them in the MA TESOL program as well as in professional organi at the regional and state levels?

Such an approach to instruction provides teacher candidates with mu opportunities to systematically examine their nonnative speaker status in relati

them to

or them to criticize the notion that the native speaker is the best model in English language teaching.

2). In

ore

-

ge

urage teacher candidates to critically examine the relationship between language and culture. For example, a doctoral level graduate course, entitled

examine the cultural and social factors affecting second language development. I believe if Wen-Lin and Kuriko had ever participated in such curriculum and programs, they would have been able to develop a better

understanding of their assets, beliefs, and values to promote their self-confidence in learning to teach. Such programs would also provide an opportunity f

To demystify the dichotomy, the NNES term was recently replaced by new concepts and new terms, such as the second language (L2) user (Cook, 200

Cook’s (2000) definition, the L2 user is “a particular kind of person in their own right with their own knowledge of the first language (L1) and the L2, rather than a monolingual with an added L2” (p. 47). The concept of an L2 user is based on the point of view of multicompetence, which emphasizes the knowledge of two or m languages in developing language acquisition. To emphasize NNES teachers’ strength in teaching language, Kelch and Santan-Williamson (2002) argue that “non native speakers not only can and do possess the same professional attributes and qualifications as native speakers, but they can further contribute to a healthy learning environment by displaying great sensitivity to the needs of L2 learners and serve as more realistic role models than native speakers” (p. 58).

To understand the influences of cultural differences on theories of langua learning and teaching, some TESOL teacher education programs have designed courses that enco

“East meets West: Cultural Influences on Theorists of Language and Language Educat

ries"

tive ),

nces with other non-native speaker professionals

during d

ion,” now taught in the TESOL program where I am studying, is designed to investigate the role of culture in the specific theories of language and language acquisition, and classroom-based language learning and teaching. This course

explicitly addresses the topic of NNESs and NESs as part of a language critical theory thrust. The class discussion topics are drawn from Eastern and Western traditions which allow both NNES and NES graduates to examine their own "personal theo about language and language education from their cultural perspectives (Oxford, 2005).

In what way can TESOL teacher educators explicitly address the language ideology and misconceptions in the field that might become obstacles for NNESs? Samimy and Brutt-Griffler (1999) describe a TESOL education program offering a graduate seminar titled, “Issues and Concerns Related to NNES Professionals,” in which NNES teacher candidates read about and discuss issues related to NNESs in the profession. The syllabus includes a group of NNES teacher educators as guest speakers and weekly discussions based on assigned readings, such as “The Non-na Teacher” by Medgyes (1994), “Models for Non-Native English” by Kachru (1992 and “My Language, Your Culture: Whose Communicative Competence?” by Nelson (1992). In view of the findings from this study, many participants felt that the opportunity to share their experie

the seminar empowered them personally and professionally and transforme them from a negative identity as NNESs to a more positive identity as L2 users.