In some contexts such as private language schools of Iran language teachers are recruited mainly on the basis of their speaking fluency and in other EFL contexts they are recruited simply because they are native speak...In some contexts such as private language schools of Iran language teachers are recruited mainly on the basis of their speaking fluency and in other EFL contexts they are recruited simply because they are native speakers. Moreover, previous studies mainly focus on comparing the effectiveness of native and non-native language teachers by exploring learners＇ and teachers＇ perceptions of native and non-native language teachers. Since recruitment criteria are theoretically unjustified and the results of previous studies are subjective and inconclusive, this study aims at making a case in the opposite direction. That is, the researchers argue that there should be： （1） a shift away from recruiting language teachers on the basis of their speaking fluency and native language background towards hiring language teachers on the basis of their professional performance in the language classroom; （2） a shift away from exploring learners＇ and teachers＇ perceptions of native and non-native teachers towards studying the effect of teachers＇ native language on learners＇ proficiency, accuracy, fluency, and achievement. To pave the way for these shifts, this study first reviews the theoretical perspectives and empirical findings concerning effective language teachers and then draws conclusions and implications which help interested stakeholders, i.e., supervisors, make informed decisions when they recruit language teachers.展开更多
Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual f...Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers＇ three stages of research experiences （beginning, stagnation/ development, and struggle stages） in their professional lives. Academic learning contexts such as Master＇s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers＇ researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers＇ research engagement.展开更多
文摘In some contexts such as private language schools of Iran language teachers are recruited mainly on the basis of their speaking fluency and in other EFL contexts they are recruited simply because they are native speakers. Moreover, previous studies mainly focus on comparing the effectiveness of native and non-native language teachers by exploring learners＇ and teachers＇ perceptions of native and non-native language teachers. Since recruitment criteria are theoretically unjustified and the results of previous studies are subjective and inconclusive, this study aims at making a case in the opposite direction. That is, the researchers argue that there should be： （1） a shift away from recruiting language teachers on the basis of their speaking fluency and native language background towards hiring language teachers on the basis of their professional performance in the language classroom; （2） a shift away from exploring learners＇ and teachers＇ perceptions of native and non-native teachers towards studying the effect of teachers＇ native language on learners＇ proficiency, accuracy, fluency, and achievement. To pave the way for these shifts, this study first reviews the theoretical perspectives and empirical findings concerning effective language teachers and then draws conclusions and implications which help interested stakeholders, i.e., supervisors, make informed decisions when they recruit language teachers.
文摘Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers＇ three stages of research experiences （beginning, stagnation/ development, and struggle stages） in their professional lives. Academic learning contexts such as Master＇s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers＇ researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers＇ research engagement.
