Abstract
The study explores the complexities associated with graduate language instructors’ NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the influence this divide might have on teaching practices, especially in regards to teaching the culture. Research on foreign language teachers other than English is almost non-existent. This study investigates eight graduate instructors of German – four NSs and four NNSs of German at a large southwestern US university. The participants included novice and advanced instructors teaching different levels of German. The findings illustrate that NS/NNS identities influenced graduate instructors’ self-perception, confidence, and comfort in the classroom in regard to teaching culture. In discussing their identities, instructors also used various interpretive repertoires, underscoring their individuality and their experiences. The study’s findings suggest that the NS/NNS teacher identities need to be included in training in order to support FL language teaching and learning.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 169-186 |
| Number of pages | 18 |
| Journal | Language Teaching Research |
| Volume | 19 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 16 2015 |
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Keywords
- FL instructors
- identity
- native/non-native speaker teachers
- teaching culture
ASJC Scopus subject areas
- Linguistics and Language
- Language and Linguistics
- Education
Cite this
Teaching in the foreign language classroom : How being a native or non-native speaker of German influences culture teaching. / Ghanem, Carla.
In: Language Teaching Research, Vol. 19, No. 2, 16.03.2015, p. 169-186.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Teaching in the foreign language classroom
T2 - How being a native or non-native speaker of German influences culture teaching
AU - Ghanem, Carla
PY - 2015/3/16
Y1 - 2015/3/16
N2 - The study explores the complexities associated with graduate language instructors’ NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the influence this divide might have on teaching practices, especially in regards to teaching the culture. Research on foreign language teachers other than English is almost non-existent. This study investigates eight graduate instructors of German – four NSs and four NNSs of German at a large southwestern US university. The participants included novice and advanced instructors teaching different levels of German. The findings illustrate that NS/NNS identities influenced graduate instructors’ self-perception, confidence, and comfort in the classroom in regard to teaching culture. In discussing their identities, instructors also used various interpretive repertoires, underscoring their individuality and their experiences. The study’s findings suggest that the NS/NNS teacher identities need to be included in training in order to support FL language teaching and learning.
AB - The study explores the complexities associated with graduate language instructors’ NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the influence this divide might have on teaching practices, especially in regards to teaching the culture. Research on foreign language teachers other than English is almost non-existent. This study investigates eight graduate instructors of German – four NSs and four NNSs of German at a large southwestern US university. The participants included novice and advanced instructors teaching different levels of German. The findings illustrate that NS/NNS identities influenced graduate instructors’ self-perception, confidence, and comfort in the classroom in regard to teaching culture. In discussing their identities, instructors also used various interpretive repertoires, underscoring their individuality and their experiences. The study’s findings suggest that the NS/NNS teacher identities need to be included in training in order to support FL language teaching and learning.
KW - FL instructors
KW - identity
KW - native/non-native speaker teachers
KW - teaching culture
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U2 - 10.1177/1362168814541751
DO - 10.1177/1362168814541751
M3 - Article
VL - 19
SP - 169
EP - 186
JO - Language Teaching Research
JF - Language Teaching Research
SN - 1362-1688
IS - 2
ER -