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NNEST Issues and Practices in K-12 Education

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Aiden Yeh
Aiden Yeh

This document discusses research on non-native English speaking (NNES) teachers in K-12 education. It notes that most previous research has focused on tertiary education, but NNES teachers make up a large portion of the K-12 teaching force. It then highlights specific issues for NNES English teachers in Hong Kong, including benchmark tests and perceptions of declining English standards. The document calls for more localized research on the experiences and practices of NNES K-12 teachers.

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NNEST in the K-12: Issues and Practices Masaki Oda, Aiden Yeh, Davi Reis, Tunde Csepelye, Janet Orr & George Braine
Abstract ,[object Object]
George ,[object Object]
State-of-the-Art Article Moussu, L. & Llurda, E. (2008). Non-native English-speaking English language teachers: History and Research. Language Teaching, 41, 316-348. References: 165 ,[object Object],[object Object]
Research on English Teachers at K-12 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Research on English Teachers at K-12 ,[object Object],[object Object],[object Object],[object Object]
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Teaching English to the World (2005) ,[object Object],[object Object]
Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth (2010) ,[object Object]
Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth (2010) ,[object Object],[object Object]
Three NS English Teacher Schemes in Asia ,[object Object],[object Object],[object Object]
Decline of English standards in Hong Kong ,[object Object],[object Object],[object Object]
Results of the September 2005 Benchmark Test for English Teachers in Hong Kong 566 (92%) 612 Classroom Language Assessment 483 (39%) 1,244 Speaking 584 (64%) 915 Listening 431 (30%) 1,445 Writing 540 (59%) 912 Reading   # and % passing # of candidates
Results of the 2009 Benchmark Test 412 (97%) 424 Classroom Language Assessment 681 (51%) 1,345 Speaking 902 (69.5%) 1,298 Listening 717 (46%) 1,553 Writing 1,043 (80%) 1,299 Reading   # and % passing # of candidates
Hong Kong Education Department and the Process Approach ,[object Object],[object Object]
Lee, I. (1998). Writing in the HK secondary classroom: Teachers’ beliefs and practices. HK Journal of Applied Linguistics, 3, 61-76. ,[object Object],[object Object],[object Object],[object Object]
Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. JSLW, 17, 144-164. ,[object Object],[object Object]
Hong Kong - The official policy on marking errors ,[object Object]
Icy Lee (2003) “ L 2 w r it i n g t e a c her s ’ perspectives, practices and problems regarding error feedback” Assessing Writing, 8 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],206 English teachers in HK were surveyed thru questionnaire (39% had 10+ years experience; 27% between 5 and 10 years; 34% less than 5 year); 10% were English Panel chairs; 55% had a degree in English. 19 teachers were interviewed
Lee, I. (2008). Understanding teachers written feedback practices in Hong Kong secondary classrooms. JSLW , 17, 69-85 ,[object Object],[object Object],[object Object],[object Object]
Mc Neill, A. (2005). Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts. In E. Llurda (Ed.) (pp. 107-128): Springer, NY. ,[object Object],[object Object]
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Research on K-12 NNS English Teachers. Where do we go from here? ,[object Object],[object Object]
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Studies of NNS English teachers at their local contexts are needed ,[object Object],[object Object],[object Object],[object Object],[object Object]
Survey studies do have a place ,[object Object],[object Object]

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NNEST Issues and Practices in K-12 Education

  • 1. NNEST in the K-12: Issues and Practices Masaki Oda, Aiden Yeh, Davi Reis, Tunde Csepelye, Janet Orr & George Braine
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  • 13. Results of the September 2005 Benchmark Test for English Teachers in Hong Kong 566 (92%) 612 Classroom Language Assessment 483 (39%) 1,244 Speaking 584 (64%) 915 Listening 431 (30%) 1,445 Writing 540 (59%) 912 Reading   # and % passing # of candidates
  • 14. Results of the 2009 Benchmark Test 412 (97%) 424 Classroom Language Assessment 681 (51%) 1,345 Speaking 902 (69.5%) 1,298 Listening 717 (46%) 1,553 Writing 1,043 (80%) 1,299 Reading   # and % passing # of candidates
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