PROGRAM HANDBOOKS - Biola University

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Cook School of Intercultural Studies Applied Linguistics & TESOL Program Handbooks NON-NATIVE ENGLISH SPEAKERS SECTION 4.2 NON-NATIVE ENGLISH SPEAKERS IN THE TESOL PROGRAMS First, we would like to extend a special word of welcome to those of you who are not native speakers of English. You represent the majority of English language teachers in the world; you provide motivating role models to your students; and you bring advantages to the classroom such as empathy and an awareness of learner difficulties (Medgyes 1996; Samimy & Brutt-Griffler, 1999; Tang 1997). But, in addition to these strengths, it is our experience that nonnative ESL teachers in our program have three main concerns: relevance, language proficiency, and future employment. Let’s address the issue of relevance first. The TESOL program objectives in the catalog note that we prepare teachers for “a variety of settings.” We do not prescribe a single method for teaching English but rather provide students with the knowledge and skills which will enable them to choose appropriate methodology in whatever teaching or learning situation they find themselves. We are committed to preparing excellent teachers, whether they end up in Anaheim or Ankara, whether they have a small class of motivated adults in a well-equipped private language institute, or whether they are teaching a group of 60 young people with nothing but national exams on their mind. At the same time, we live with some limitations. We usually choose just one or two textbooks per class, and although faculty as a whole has a wide range of experience, we have not been in every kind of class. Thus, there may be times when you feel that what you read in a textbook or hear in class is not exactly relevant to your future teaching situation. If this is the case, we encourage you to talk to your advisor or any other faculty member. We can help direct your reading and assignments to be maximally useful for your future. Please don’t hesitate to come to talk with any of the faculty. Regarding language proficiency, we believe that both native and nonnative teachers alike must commit to on-going language development. We regret that we do not offer a full-range of opportunities for you to improve your English on Biola’s campus; we do give the following suggestions: 1. Set annual priorities. While you are in graduate school, you may decide to work on your reading and writing skills. After you finish, you may choose to work on pronunciation. Another year your priority might be vocabulary development, and so on. If you need help in discerning which area of English would be most strategic for you to work on, ask a faculty member. Faculty can also help with diagnostic assessment or direct you to a qualified person who can do the assessment. 2. Biola’s English Language Studies Program (ELSP) offers some advanced courses which, if you have not already taken them, might be helpful to you. Consider the following three courses: ENGL 152, 161, and 171. Date: August 2012 Page 1 of 4
Cook School of Intercultural Studies Applied Linguistics & TESOL Program Handbooks NON-NATIVE ENGLISH SPEAKERS SECTION 4.2 3. A community college near you may offer some useful courses, for example, “Pronunciation Improvement” or “Business Communication.” 4. A private tutor might be the best use of the time and money you have available for language proficiency development. The staff at ELSP can help you find a tutor who can ensure that you get what you need as a graduate student and as a future English teacher. Be prepared to tell your tutor exactly what you want: help in writing academic papers, pronunciation coaching, etc. Costs can vary widely, e.g., from $15 to $35 an hour. You might also be able to exchange skills (e.g., Korean language tutoring for English language tutoring). Again, if you have concerns about language proficiency, feel free to talk with any of the faculty. Future employment may also be an issue on your mind. You may wonder if it is possible for you as a nonnative speaker to get a job in the U.S. If you are returning home or going to another country where English is a foreign language, you may wonder about meeting discrimination from employers who are blatant about their preference for native speakers or even for teachers who are Caucasian. We decry such prejudice and believe that teachers should be assessed by their teaching ability, not their status as native or nonnative or by their race (see Amin, 1997). Although we may not be able to change the unfortunately reality of discrimination in the workplace, we would be happy to talk with you about it and offer any assistance we can in directing you to employers who would welcome your skills. In addition, you are strongly encouraged to join local, state, national, and international teacher associations, such as CATESOL and TESOL, and participate in their annual professional conferences so that you can network with other nonnative language teachers and teacher-trainees in the TESOL field. For instance, you can want to consider joining an interest group in CATESOL called Non-Native Language Educators’ Issues (NNLEI) at http://nnlei.wordpress.com/, or TESOL’s called Nonnative English Speakers in TESOL (NNEST) Interest Section at http://nnest.asu.edu/. Finally, some of our graduates have gone on to teach their native languages such as Chinese or Korean. You might want to talk to the faculty about this possibility, too. Books and Bibliographic Resources Recommended for Further Reading You may find an extensive bibliography on NNESTs on TESOL’s NNEST Interest Section at http://nnest.asu.edu/NewBibliography1.html. The following are only a few bibliographic resources recommended for your initial reading. Date: August 2012 Page 2 of 4
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