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Week 5 [Feb 9- Feb 15]: NNESTs' Teacher Education/ Preparing teachers to become successful language educators/ Action Research

Guest Speakers: Lia Kamhi-Stein and Luciana C. de Oliveira 




During this week, participants will consider issues related to the professional preparation of NNES teachers. The presenters discuss 1. how NNES teachers’ self-perceptions regarding their NNES status and their English language proficiency affect their instructional practices and intersect with issues of professional and personal identity; 2. how NNES teachers can draw on their NNES status in the classroom and use strategies to continue to develop as professionals.


a. Lia Kamhi-Stein's Presentation


How do nonnative English-speaking (NNES) teachers’ self-perceptions regarding their NNES status and their English language proficiency affect their instructional practices? And how do issues of English language proficiency and NNES status intersect with issues of professional and personal identity?


This presenter will argue that effective teachers 1) have positive self-perceptions and identities and 2) view their nonnative status as a resource and will discuss strategies for positive identity construction. Please click here for more details.


LIVE SESSION with Lia Kamhi-Stein

Date: Feb 9, 2009

Time: 16:00 GMT (8 am LA time)

                           Check time conversions here, http://tinyurl.com/lia-live


b. Luciana C. de Oliveira's Presentation:


Discussion of Pasternak & Bailey (2004)


1. According to Pasternak and Bailey, how should the constructs of language proficiency and professional preparation be seen in language teacher education? Do you agree? What other considerations are important?


2. The authors claim: "Language teacher preparation programs can do a great deal to ensure that their students have the opportunities they need in order to feel more confident and prepared when they graduate" (p. 171). Based on your experiences as either pre-service or inservice teachers, what types of opportunities are important in language teacher preparation programs? What other opportunities are important in terms of professional development for inservice teachers?


-  Discussion of de Oliveira (in press)

1. From the strategies that de Oliveira describes, which ones do you think are most helpful?


2. The author discusses some strategies that she has used to continue to develop her own English skills and professional preparation. Have you used similar strategies? If so, please share them with the group and tell us how effective they have been for you.


List of reading materials (Find both materials in the Week 5 folder):


de Oliveira, L. C. (in press). Strategies for NNES teachers' continued development as professionals. In A. Mahboob (Ed), Nonnative English speakers in TESOL: A resource book. Alexandria, VA: Teachers of English to Speakers of Other Languages.


Pasternak, M. & Bailey, K. M. (2004). Preparing nonnative and native English-speaking teachers: Issues of professionalism and proficiency. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor, MI: The University of Michigan Press.


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