are all the teachers speakers

Yes, Teachers are Public Speakers Too! Most possess the confidence and skills to speak to an individual, but public speaking for teachers is another thing altogether…. One of the essential characteristics of being an educator is the ability to communicate effectively. A person may be an expert on a particular subject, but if they are unable to communicate it well, the students’ learning will suffer. Reforming Mandatory Retirement Age for Teachers. On November 28, 2008, al-Roumi joined MPs Khalid Al-Sultan, Hassan Johar, Musallam Al-Barrak, and Marzouq Al-Hubaini in formulating a bill to extend the mandatory retirement age for Kuwaiti teaching staff at Kuwait University from 65 to 70 years. Al-Roumi argued that Item 32 of Law no. 15/1979 Working seamlessly across all types of platforms and devices - and with dedicated apps for Teachers, Technicians and Teaching Assistants all included as standard - it's no wonder NetSupport School is the complete classroom management solution of choice. Watch our short videos to discover more An overview Core features in more detail. Vay Tiền Nhanh Chỉ Cần Cmnd Asideway. Transcripts 1. How Teachers and Educators Can Lecture More Effectively Promo are you a teacher or educator? And you want to learn how to communicate more effectively how to really captivate your classroom? Well, I'm t j Walker and I have been teaching educators and executives, politicians, political leaders all over the world for 30 years on how to speak more effectively. And I'm gonna teach you in this online course the very same techniques I teach a lot of world leaders when they are on the stage and commanding an audience. I'm gonna teach you how to really connect with your students in a more effective, memorable way. If that's what you want, sign up for this course today. 2. How Teachers and Educators Can Lecture More Effectively Intro Let's face it, when you think of the best teachers you ever had in grade school, high school, college, graduate school, the best professors, they weren't just people who knew the content the best, although they didn't know that they were great in part because when they spoke about their subject matter, they captivated you. They brought the subject matter toe life. They made you want to pay attention. They made you want to learn. Then that's part of what made them a good teacher. Now it's not the only thing about being a good teacher. Got to be catching inches. You have to conduct tests in the right way. You have to do all sorts of follow up there, a lot of things you have to do. But being great when it comes to lecturing when it comes to actually presenting the information is an important part of teaching. And it's unfortunately not taught that well, it's not taught in a systematic way. That's what we're going to cover right here in this course, not every aspect of how to be a great teacher, but how specifically when you're presenting, you can make your ideas come alive and make your students really understand you and pay attention. So that's we're gonna focus on right now. 3. How Teachers and Educators Can Lecture More Effectively Any Subject Can be Interesting and any Subje The first thing we really have to clarify is there is no such thing as an academic subject that's inherently interesting or boring. It's really about how you present it. If you're a teacher and educator, a professor, you've seen boring lectures on every subject. You've probably seen interesting lectures on certain subjects, even subjects that didn't interest you. Classic example is Monty Python's movie The Meaning of Life. John Cleese is portraying a boring, pompous professor is at an all boys school, and he's lecturing them about sex. He's even bringing out his wife and they demonstrate. But he's so boring and tedious the way he lectures that the boys won't pay attention. They're doing spitballs talking. They're bored out of their minds, and they're talking about a subject that is inherently interesting. Two young teenage boys so you can make any subject whatsoever boring and tedious for your students. However, you could also make any subject interesting. Think back to some of your best professors in college. You may have had a physics professor. You didn't even like physics. But when he or she spoke, this person brought such a passion an interest in the subject that they were so dynamic that they brought the subject alive. So the first thing I want you to realize that you can be incredibly interesting. You could be a driver's ed teacher, and you can still be an incredibly interesting, riveting speaker and lecture for your students. So I just want to get that off the table. You're not going to get an excuse. Based on the subject matter. Anything could be interesting, and anything can be boring. 4. How Teachers and Educators Can Lecture More Effectively Focus on top Five Principles something over some assumptions. Different types of teachers, lecturers and educators have different venues and possibilities for their presentations. Certainly, if you're doing a 50 minute lecture twice a week at a university to a large group of students, that's a little different than if you're a high school teacher and you have seven periods a day of 50 minutes of 30 students, and it's five days a week. I'm not suggesting that if you're giving seven different classes a day and you've got to speak to each one for 50 minutes, that you have a riveting, wonderful fantastic speech for the whole 50 minutes times seven times five every single week. That's really too much. But I do want you to think about the ideas that are most important to you, the stuff you really care about, that you absolutely, positively have to have your students understanding and remembering. You need to speak about that in a compelling and memorable way. Maybe that's just five minutes out of your classroom in a day, and the rest of the time is perfunctory stuff for each, each particular period in the classroom. If you're in high school and if you're lecturing at the college level. Maybe it's not the entire 50 minutes or hour, but a certain section of it. I do want you to really think selectively about when you are speaking. What are your goals? If your goals are to convey an awful lot of information because you're going to be testing the students on it and there's a huge amount of information, you have to go through it quickly. I understand that that's a part of education, But the students can also read. They can do a sign reading where it's just the facts. Ah, part of what you're doing when you're standing up and speaking is putting a spotlight on what's really important. You're putting a big exclamation point of all the stuff you're reading of all these facts, figures, data, points, numbers. Here's what's really important. So keep in mind this power you have if nothing is ever that important and nothing is important, if every single day is just sort of okay class blood by blah blah of a so you can see it, then students to nap. Now I realize some of your students may be rude. They might not be perfectly motivated. There's a whole range of students and their motivation. I can't control for that. What I can try to control is help you control how to come across your very best any time you're lecturing any time you're speaking to your students, because there are certain things that all things being equal are more effective than other ways of speaking. So the first big challenge is figuring out what is the core material that's really most important for your students to understand and remember. How do you put a spotlight on that? How do you give them examples, Case studies? How do you make them visualize it? I don't care how smart your students are. The human memory is much mawr oven image processor than it is a word processor or a number processor. So the more you can paint pictures in the minds of your students through telling stories through telling examples through case studies, the better the more you are simply listing fax listing numbers, listing data points, the less effective you are. So here's my challenge to you. Look, it the most important material you've gotta cover in the next week or two for your students and come up with the top five ideas that you really want people to get. Most important prints, things you want them to remember a year from now, maybe 10 years from now. Maybe if they come back for their 28 year re union and you're still there, they come up to you and reference what you said in that lecture. I want you to give some thought right now to what are the most important ideas? The principles in your subject area that you really need the students to understand and remember, Write those down and then we'll talk about ways of making it come alive. 5. How Teachers and Educators Can Lecture More Effectively Stories I can't tell you what the most important principles are in your particular academic area of expertise. But I can tell you some things are more important than others. And if you try to cover everything with equal importance, no one will remember anything. So what I'm really suggesting is you have kind of an on off switch. The off switch are for days or topics where you've just got I got to go through housekeeping matters. You've got to get through basic stuff. You have to put a bunch of facts out there. I understand everyone has to do that occasionally. But then I want you to be very conscious and keen about turning an on switch. And when you flip that on switch when you're speaking in front of students, you're now keenly aware that what you're doing and how you're doing it is designed to really get the students to remember, even if they're not writing everything down and going on to study it like they should. The way you convey it is going to be so memorable that it just sticks everybody, no matter what they teach, what they train has some core principles that they want to stick. For example, I really want people to remember my core principle, which is you gotta practice on video until you like what you see. Don't just think about it or talk it out. Our talk to the mirror. It's a lot of people don't get that. I still remember Once more than a decade ago, I was working with a CEO. He was a billionaire high tech CEO at an annual conference, all of his top sales people from around the world where they were at the Bellagio Hotel in Las Vegas, and I'm rehearsing with him. This guy was still young guy, less than 40 but wildly successful, very well known, and he's about to give this speech to all of his sales people. So I put the camera on it. He starts his speech, and this is how he does it. He's talking like this the whole time. His head is down and his arms were crossed and he's walking up and back like this, and it was awful. So we finished the speech. I hadn't shown the recording yet, says T. J. How'd I do? Well, Vince, we'll say, Well, get your opinion. I roll the tape for him. He looked at the tape. Hey, looked at May, Did you? I had no idea I was doing there. It really opened his eyes. He literally had no idea that he was. He was pacing in a way that seemed kind of like a spastic square to answer to be us. He looked scared. Nervous tents. He looked like an awkward 17 year old boy trying Teoh get out of trouble in the principal's office. And here he was, this wealthy, successful CEO of a major international tech company. So let's do it again. So we did this speech again. This time he didn't do this because he was keenly aware that he was able to self correct. Not because I told him he looked like a fool, but because he saw himself on video. We did it again. He saw it on video and he could see that he looked 1000 times better and we kept practicing on video. And then, when he gave the speech in front of all of his executives, did a fantastic job and he looked comfortable and poised and confident. So what I do that I just told a story. It happens to be true. It happens to be riel. It only took a minute, minute and 1/2 and yet it paints pictures in the mind to dramatize the story or the principal off. Why? It's important to videotape yourself when you're speaking because you don't videotape yourself. You don't really know how you're coming across. You don't really know if you're doing nervous things and crossing your arms and staring down funny, doing all sorts of weird things. So that's how I try to get people to put a spotlight on this principle. And I give different examples depending on my audience and who it is, how much time I have. But I always tried illustrate with a story, a real story, not something fabricated. That's something I made up. Now, if you are a physics professor and you want to tell stories about Sir Isaac Newton or other famous physicist, that's fine. It doesn't have to be a personal story, but recounted in a compelling way. I understand you can't do this for every single piece of content that you are required to teach if you're in elementary school or high school and even in College. You can't necessarily do that for every single concept, but I do want you to make a decision on on switch and all switch when you want to be seen as a great communicator. Is a powerful lecturer as an interesting, engaging professor or a teacher, You've got to turn it on. You've got to do it through good stories, examples and case studies. The fax alone don't work. If they did, everybody could just sit home, read the Internet and become brilliant and get their PhDs without having to leave their bed . It still requires teaching. You still have to figure out what it is that's going to make your audience of students really understand you and connect with. So that's what I want you to dio not for your whole course for the whole semester. But think of just the these handful of most important ideas that you want people to remember from your entire course. And think of compelling stories that will make thes ideas come alive. Do that now 6. How Teachers and Educators Can Lecture More Effectively Passion think about the number one thing you like about the best teachers you ever had in your life . Beyond the fact that they perhaps cared about you, went the extra mile, gave you extra help after class. What is it that you truly liked about how they lecture the one response I consistently get from students all over the globe? When it comes to the professor's, they really found most engaging. It was the passion they brought to the subject. Now I'm not trying to turn you into some cheesy Oh, I'm Anthony Robbins of a motivational speaker, Ryan Roberts. No, it's got to be genuine. But if you don't care about your subject matter, why should your students the best teachers, the best educators the best lecture is the best. Professors bring Israel passion to their subject. Students here it in your voice. They see it in your face. They see it in your mannerisms. I don't want you to be me. I don't want you to be Zig Ziglar knockoff are some generic motivational speaker. I want you to be you. But if you is sort of, you know, sitting at your desk, leaning on it. Okay, Class bubble. That's not passion. You don't to be yelling. You don't be running up and down the aisles, but you need to bring a passion to your subject matter. And if you don't have that and you want to be a good lecture, you've got to find that whether that's through additional readings, whether it's just through thinking about ITM or tossing the lecture notes or the course plans and coming up with new stuff as long as it is in compliance with everything else you have to do, then you need to do that. But that is absolutely critical. If you want to be, ah, compelling lecture if you want to be a good teacher, if you want your lectures to be seen as interesting and riveting and memorable, you have to have some passion for now. Sometimes that can mean getting a loud and excited sometimes means with spring. That's what people do with their passionate about something they're genuinely excited about , a subject matter that's the complete opposite of Okay, here's another fact. Here's a bullet point you can see on the blackboard here. You can see in this power point slides. Fact. I mean, the problem many teachers have. That's the problem. A lot of business executives having to give a speech. They think of it as an exercise for simply dumping data points and facts and numbers. And it's just like widgets coming off of a conveyor belt at the same speed, the same size, the same plunk into the basket. And you're simply not going to be effective that way because it puts people to sleep now, you might be a good researcher, a good writer. You may get good reviews because you give good grades, but don't kid yourself. You're not going to be a good presenter and a good lecturer If you're simply treating. This is an exercise to deliver fax on a conveyor belt. So I need you to start thinking about a lecture you want to give. Let's think of this in terms of a guest lecture overview of the most important concepts in your area. This is perhaps something you would give us the first lecture of the year to a bunch of students to really give them an overview. But I want you to think about what are the concepts most important, and I want you to think about how you would convey these ideas with passion. Which parts of these ideas are you going to be excited about? And how are you going to be excited about it? And what stories and examples are you going to use to flesh out thes key concepts? Start thinking of this lecture because we're going to have to do it and record ourselves shortly. 7. How Teachers and Educators can Lecture More Effectively Questions If you're an educator, I hope at some point you've seen the movie paper Chase, where the Harvard Law School professor calls on students in there. They don't get it right. He makes them such a nervous wreck. They have to go out and lose their lunch in the nearest restroom. It's tremendous pressure. They are expected to be able to answer questions, know the answers and to be articulate right from the beginning. Now I understand in certain schools situations that's not realistic. If you can get your students in the classroom and not fighting, that's an accomplishment. But for others of you, especially in the collegian environment, I do believe you need to set Ah, high high standard for all your students and that standards should be. You need to be ready to answer a question about anything. I'm talking about anything, have assigned any previous lecture, any readings at any time. So much of being a good lecturer is having the audience in the right frame of mind if they're sitting back very, very passively with the idea, okay, that the teacher is lecturing there, there. I'm here for in different worlds. There's an invisible buffer here and they're not really gonna tell whether taking notes on my cell phone or I'm just on Facebook. You got a problem. Part of being a great speaker is having good management of your classroom and creating expectations. Now everyone's classroom is different, but to the extent and I'm giving you tips, and I understand it's not a one size fits all. But the more you can motivate your audience of students and get them acclimated to the idea that you're gonna be calling on them at any time. They had better be able to answer to the extent that you can make a part of their great based on class participation even better. Now, if you're lecturing in front of 1000 students, it's a Nikon 101 course at a large state university. I understand you're not gonna be able to count their class participation, but for a lot of classes you can. And if you give students the expectation that I expect you to be paying attention, you are a part of this at any point. If I call on you, say how would you handle that? What do you think the solution is here that they've got to be held accountable. They will listen a lot more carefully, and that is going to increase the odds of you connecting with them, having them understand you. And remember, it's about expectations. If you expect nothing, you'll get nothing. If you think of a lecture is just a one way thing. If I've got all the insights, I've got all the knowledge and I'm gonna throw it out and you sit there and gather it up and catch it. It's not going to be nearly as effective as if you treat this more like a conversation. That's a conversation where you're still doing most of the talking. You're the senior member of the conversation. It is, but it's more of a dialogue. They can ask questions. You can ask them questions, and they need to realize we're here together for this experience for the next 50 minutes. The next hour it is a a group communal activity, as opposed to just a one way throwing out of information because if you just seem like you're going through the motions and going through the notes, I mean they can capture of it. They can have one student capture and audio of that and have a transcribe and get it. Why do they need to even show up? So there's got to be interaction. So I'm a believer that you should have certain moments in your lecture where you're toss again rhetorical questions and letting people think. But other times you then make it a real question. And you point Teoh Sam over here by name. Sam. How would you do that, Jose? What specifically would you do in that situation? And what's the correct answer there? Putting people on the spot. They don't like it good. You want them a little bit uncomfortably because what happens when you're incredibly comfortable, you fall asleep. You want your students to know that you can call on them at any time. So be prepared to ask your students questions at any point. Get them trained to be thinking, Oh, during this lecture. It's not just a passive experience. I got to really pay attention. I even had to take notes because there could be a pop quiz 30 seconds from now. That's what you want your students to be thinking about. It will motivate them toe listen much more carefully 8. How Teachers and Educators Can Lecture More Effectively Platform Skills So now let's talk about your stage presence and you may be subtleties it. Would you talk about stage? I'm in a classroom. It's flat. There's 25 students in front of me. It's a square room. When I say your stage presence, I mean your platform skills. Even though there's no platform, I mean how you're actually moving and talking to your students. The worst of all possible worlds is sitting down at a desk in front of suits. That's the worst, because it's the most monotonous, the least interesting, the most boring. It's the most consistent as far as your audio quality visual. I understand if you have some sort of physical impairment, you have to. That's fine. But if you don't have that excuse and you really want to be a compelling speaker, certainly don't sit. The next worst thing is to stand in the front of the room in one spot. That's the next worst thing you can dio. It's too consistent. It's too boring, and students towards the back or on the side, a little bit of a slump and they can't see you, which is bad and you can't see them and they know you can't see them, so that's when the day dream starts. So that's the second worst thing. The third worst thing is to stay in the front, but to be in sort of, ah, a narrow band. Perhaps you're walking. It could be a narrow band of three feet. You're up right next to the chalkboard or on overhead projector or a power point projector , but you're walking in sort of one plane in a narrow band. So now, again, everyone in the middle, everyone in the back. Everyone on the sides feels like they're never really going to experience. You can't really see them. There's sort of this invisible force field separating you and that, and that's why they don't really have to worry about you calling on them or seeing if they're doodling or anything else. So that's why I recommend use the whole classroom. Now, if it's a 40 by 40 foot room, start in the very back with your presentations, your lectures, sometimes starting the side, walk around the rose, the back. You want every single student to see you looking at them. Ideally now, at some point, if you have more than 500 students that it's hard to do, but you can certainly be looking at every section of the room, and they still feel like you're getting eye contact by walking around the room. Students feel that connection. They feel like you can see them. It forces them to sort of pay attention. It's a lot more embarrassing to be seen on Facebook on your cell phone that the teachers standing right next to you. But if you know the teachers never going to be around and you're in the back of the room, the teachers never, ever once walked back there. It feels safe to be looking at yourself. Or if cell phones aren't allowed than doodling on paper or reading a novel, you need to motivate that audience into paying close attention. And one way to do it is to be more interesting to create variety, so by walking around you can say exactly the same thing. But you're creating more variety, more variety for their ear for their eyes. If you're walking around the room, you're forcing your students to move their head. If you're standing in one spot, the only head movement is going to be falling asleep so I want you to think about using the entire If you're a giant auditorium. Fine. Go all the way to the back. Don't tell me you can't cause the microphones on the lectern by a microphone. They're very inexpensive by a wireless microphone. We'll be talking about that in a future lecture in just a moment. But I want you to really think about using the entire room you're in. It's gonna make people perceive you. Your students perceive you is much more confident, engaging, caring about them and less boring, So use the whole room. 9. How Teachers and Educators Can Lecture More effectively Discipline Let's talk a moment about classroom discipline. Now everyone's different. I don't purport to have generic rules that are gonna work the very same. If you're giving a graduate seminar at Princeton for 500 Top Honors students vs a bunch of 12 year olds who are in a very inner city school where everyone has very low income and it's in a crime ridden neighborhood and you've got 45 students. They're different ones every hour. I'm not suggesting that every single principle applies to all situations. However, I do want you to think about discipline as faras the attention of the audience, your students, because if one student is on a cell phone are talking to another student and you don't do something, then the next students going to see that and there's going to be an infection throughout the entire room. I'm not suggesting you do things an overly theatrical way. I'm certainly not suggesting you destroy property. You may have seen the video once where there was a college professor teaching its alleged to it have been a fake put on video, But there's a student who pulls out a cell phone. The college professor gets it and throws. It destroys it, continues lecture. Now there may be a liability issues that you may be opening yourself to a lawsuit. I'm not suggesting you go that far, but I do think you need to let people know if you're there teaching and lecturing, you expect them to be polite. I'll never forget. It was my first semester in college. I was a freshman at Duke University. It was 1981. The full professor Alan Corn Burger, very eminent, respected political scientist, was giving an introductory political science lecture class. They were probably 150 students in the lecture hall, and he was a commanding speaker, very alerted, compelling and did walk the room. And I'll never forget. There was a fellow classmate of my lived in my dorm, and he's reading the Duke Chronicle, the student newspaper, and it was one of the classrooms where the the teachers down here and then it's a pitched the Steve Stadium style seating. So they're here. Was the students listening with 150 other students about holding a little bigger than this ? The Duke newspaper like this? The professor walks up slowly, calmly, and then who? What are you doing? You come to my classroom to read the newspaper. Here's what I want to do with your new favorite. Get out and don't come back till you're willing to pay attention. Guess what Nobody read chronicle in his classroom anymore. Nobody fell asleep. Nobody doodled it got our attention. And hey was right. It was route. It was disrespectful of that student to be reading a newspaper. That particular approach might not work for you. There might be repercussions. I don't want some students suing you saying that was a newspaper that my grandfather gave me and had sentimental. I'm not giving you legal advice. Okay? I am suggesting that that was a theatrical move that was quite effective because I still remember it. And you better believe I paid close attention to that professor even closer attention after that incident. So I do want you aware, aware of it now, when I am guest lecturing at universities, here's a tactic I use. If I see someone on the cell phone, I may just walk over that air again. I'm not ever going to stand right in front of a lectern and states in one spot. I'll walk right over Now. I'm not gonna bend down at him and say, Hey, what are you doing? You're being a jerk. I don't want to make anyone feel bad. I don't want to look like a bad guy. So a lot of time simply walking right next to the person and getting close, we'll make them embarrassed. They'll put it away. Now, if you happen to know people's names and I see that Jim over here is on his cell phone, what I might do is walk to the other side of the room and say Yes, you know, I was talking to jail right before class started and we discussed in his organise a bone. So now gyms. I heard his name. So he's coming back to attention. Or I may act like I don't see him go to another part of the room and say that often happens to a lot of us, said Jim, That's happened to you, too, right? So I'm acting like I'm not noticing that he's being rude, but I'm calling on him and I'm asking him a very simple question. We're really only has to do is say yes so if he is out of it. I don't make a fool out if I don't make him have to apologize. But I bring him back in and now he is shaking his head and he can't realizes I better get back into this. So there is a different relationship. If you were a guest lecture at a university or a high school vs a regular teacher, you have to get a light touch any of their case or there could be negative negative side effects. But I do want you to be keenly aware of your audiences attention. I want you to be jealous of their attention. If you're really passionate about your ideas, you want to be excited about people learning him and kind of upset in a controlled way if they aren't getting it. So keep in mind these various tactics you can use to bring your audience back if you're losing them for anyway. Now, if you see half the class is asleep, maybe the problem isn't with the students. May be The problem is with the lecturer 10. How Teachers and Educators Can Lecture More Effectively Look at Your Video we've got to establish a baseline. So here's what I need you to do today or tomorrow or the next time you're in the classroom , I need you to capture a video of yourself lecturing in front of your students. Now, you could just put an I pad in the back of the room and capture it. If you have to just prop up your cell phone on a book aimed at you and capture it. I don't really care about the quality of the video. I just need you to be able to see yourself and here yourself. And let's just get kind of a raw sample to test a bench line. A benchmark. So do that. Once you've done that, once you capture the video, I need you to watch it. I need you to create a list of what you like and what you don't like. Here's the thing. If you watch a video of yourself giving a lecture to the classroom and you think you're really boring, guess what you are. That's what your students have to watch. So I want you to be a harsh critic of yourself, but I do want you to be a fair critic. Write down the things you like and the things you don't like. And let's really establish a baseline of where you are as a presenter. So please do that. If you absolutely are not gonna be in a classroom for a while, go ahead and just give a lecture to yourself in an empty room. Er toe one person and let's establish a baseline. Go ahead and do that now. 11. How Teachers and Educators Can Lecture More Effectively Wireless Microphone Okay, I'm going to give you a tip here that is absolutely going to change your life. You can look at this course and say everything. This, D. J Phelan said, is complete garbage. Useless irrelevance. But that one tip actually profoundly changed my life. Here's the tip when you are speaking in the classroom, even if you only have four students, here's the tip. Use a wireless microphone that clips onto assured a jacket address. I love Mike and speakers. Now I know what. So use it Well, T J. That's crazy. It's a small classroom. I only have 18 students. I don't need a microphone. I can project fun. Here's the thing. There's two very bad things that happened when you project. The first is okay class. Today we're going to hear Talk about this and the open up to page 27. As you can see here on the blackboard, do you see how my voice has become sort of a certain type of monotone? That classroom voice I'm project. It's boring. It's a type of monitor. When you're projecting, your voice loses the ability to have its natural ups and downs its highs and lows. It's just lose it because you're pushing it out too much so people can hear you. So when you have a wireless microphone and speakers on, you can talk like you're talking to one person who is three feet away so you could be completely conversational. So it's more interesting to your studio. You'll sound more interesting. You'll sound more comfortable. You'll sound more confident and relaxed. But here's the other thing. You won't be tired at the end of the day because when you are projecting 15 20 feet away in the classroom without realizing it, you're using a lot more energy. You're you're pushing a lot more air out of your mouth. Cross your vocal cords. You bang your vocal chords together. It uses up a lot of energy. I mean, don't you notice that you're a lot more tired at the end of a day when you've been lecturing all day long versus a day where you're planning on writing your researching, it takes a lot of energy. Now I know what something is it well t J in our school district for our university will have a budget. We are R A V department doesn't have that you gotta Amazon for less than $80. Get a wireless microphone that you clip on and you put a speaker in the back of the room. And I'm telling you, your energy level is going to be off the chart because you're not going to be burning up and wasting all this energy on projection. So get it's not about you needing it for people to hear you. It's about you being able to talk as if you're talking toe one person who is 20 inches away and having that completely conversational tone of your voice. And you're not gonna be tired at the end of the day. No, if it's a college and you have 500 people that maybe you do ask the 80 people to help out. You know what? Maybe you buy two of them two different speakers for an extra 40 bucks. Now, I know some of you are not overpaid or highly paid, but get really ask yourself. The twice is energetic throughout the day to not be tired when that last classroom leaves to have a full evening of good energy and not be exhausted at the end of the day for the next year to 5 10 years. You tell me that's not worth $80 again. I'm not selling anything. Yeah, I don't have any brand. I don't have any any dog in this hunt and you want to get from Amazon. I just mentioned it there because I know they sell them for $80. Doesn't matter what brand All you need is you can see this is going to love Mike. It needs to be wireless, so you could walk around the classroom or the lecture hall on that trip on yourself, and you need a speaker in the back of the room. That's it, and you'll sound so much better. It also sells the problem. If you are in a large lecture hall and there's a microphone on the lectern or standing, why in the world would you want to be stuck in one spot? Or if it's some hand held microphone and I understand why you don't what He's a handheld microphone. You look like a bad amateur comic walking around with a hand held camera and then with a hand held microphone, and you can't gesture. So that's why I recommend by an inexpensive love Mike Speaker sauce many, many problems, and you're gonna have so much more energy because you're not going to be exhausted after lecturing. So please do yourself a favor. Get the love Mike and microphone and speaker for any time you're speaking. If it's more than three students, it really makes a difference. 12. How Teachers and Educators Can Lecture More Effectively 1st Video Rehearsal okay, It's time to really put this all together and start practicing in a meaningful way. When you're practicing your lecturing skills, you don't want to just talking out loud. You don't want to talk to a mere complete waste of time. You need to speak it out loud and captured on video and critique it. Now. If you're giving a lecture later today or tomorrow to real classroom, let's capture it in the real world. If not, go ahead and capture it in your classroom, your office, your home wherever and you can just be talking to an empty chair. Or will I need you to record yourself again. It could be just holding up your cell phone if you have two or putting an iPad in the back or use a $10 webcam on your computer, you need to give your lecture. Go get your notes that we worked on. Try to come up with that stuff that you really think is most important, sort of over via lecture for the semester of the content. That's most important. You really want to excite your students. You really want to give them a sense of what is most important about your area of expertise . Get not every single day is going to be a lecture this planned out this well thought of. But I do want you to capture your best right now and let's see what we can do. So give your whole presentation, get we want examples. We want that passion. We want the stories to come out when a narrow focus on what really that handful of most important principles are that's captured on video and then watch it. Let's make it better than the one that we just did a few lectures ago where we're trying to establish a baseline. Let's make it better than that. Come up with your list of things you like a list of things you don't like off of this video and analyze it thoroughly. So capture your lecture on video and then grade yourself 13. How Teachers and Educators Can Lecture More Effectively Conclusion Congratulations. If you've gotten this far, you've actually done the exercise that I mean actually, video record yourself numerous times until you like what you see, You're ready to be a great lecture. The way you teach is now going to be extraordinarily compelling. It interesting. You can, in fact, be riveting to your students if you follow the lessons that we've worked on here together. Now, if you've sort of just bypassed the exercise and just watch videos of me, well, it's it's giving you a taste, but it hasn't really helped you yet. So I beg you, go back to the exercises and actually practice your lecturing on video and record it. Remember, anyone could be a great lecturer if they follow these basic principles of putting a spotlight on the ideas that matter most. Giving compelling examples, case studies and stories to flesh it out, providing some variation and interest in how you are in the classroom, in the lecture hall and for the really important stuff practicing on video until you find it compelling and interesting and memorable. Do that and you will give a great lecture every time. Good luck in the classroom Up to 70 per cent of all jobs advertised on are for native English speaking teachers. © Flazingo Photos, licensed under CC BY-SA and adapted from the original. There are perceptions that native speakers of English make better English language teachers. Marek Kiczkowiak, winner of the TeachingEnglish blog award, argues that those perceptions need to change. Have you looked for an English teaching job recently? If you're a Native English Speaker Teacher NEST then you'll have seen an abundance of teaching opportunities out there. But for a non-native English Speaker Teacher NNEST, it's a different story. Up to 70 per cent of all jobs advertised on – the biggest job search engine for English teachers – are for NESTs yes, I have counted. And in some countries such as Korea it’s even worse – almost all recruiters will reject any application that doesn’t say English native speaker on it. If you start questioning these practices, you are likely to hear one or all of the following excuses 1. Students prefer NESTs2. Students need NESTs to learn good’ English3. Students need NESTs to understand the culture’4. NESTs are better for public relations While it is beyond the scope of this short article to fully debunk all the above, I would like to briefly outline here why these arguments are flawed. 1 The first argument gets repeated like a mantra and has become so deeply ingrained that few attempt to question its validity. Yet, I have never seen a single study that would give it even the slightest backing. On the other hand, I have seen many which confirm that students value traits which have nothing to do with 'nativeness', such as being respectful, a good communicator, helpful, well prepared, organised, clear-voiced, and hard working. Other studies show that students do not have a clear preference for either group. It seems then that it is the recruiters, not the students, who want native speakers. 2 On the second point, I believe it's a myth that only NESTs can provide a good language model. What I find troubling is that many in the profession assume language proficiency to be tantamount to being a good teacher, trivialising many other important factors such as experience, qualifications and personality. While proficiency might be a necessity – and schools should ensure that both the prospective native and non–native teachers can provide a clear and intelligible language model – proficiency by itself should not be treated as the deciding factor that makes or breaks a teacher. Successful teaching is so much more! As David Crystal put it in an interview for TEFL Equity Advocates 'All sorts of people are fluent, but only a tiny proportion of them are sufficiently aware of the structure of the language that they know how to teach it.' So if recruiters care about students’ progress, I suggest taking an objective and balanced view when hiring teachers, and rejecting the notion that nativeness is equal to teaching ability. 3 As for the third argument, most people will agree that language and culture are inextricably connected. But does a native English speaker culture’ exist? I dare say it doesn’t. After all, English is an official language in more than 60 sovereign states. English is not owned by the English or the Americans, even if it's convenient to think so. But as Hugh Dellar notes, even if we look at one country in particular, 'there is very clearly no such thing as "British culture" in any monolithic sense'. As native speakers, we should have the humility to acknowledge that 'no native speakers have experience, or understand all aspects of the culture to which they belong' David Crystal. 4 Finally, the almighty and untouchable’ market demand. Show me the evidence, I say. Until then, I maintain that a much better marketing strategy is to hire the best teachers, chosen carefully based on qualifications, experience and demonstrable language proficiency, rather than on their mother tongue. We are not slaves of the market. We can influence and shape it. As Henry Ford once said 'If I had asked people what they wanted, they would have told me faster horses'. Perhaps most significant of all, being a NNEST might actually give you certain advantages as a teacher. For example, you can better anticipate students’ problems, serve as a successful learning model or understand how the learners feel. Actually, in a recent post James Taylor went as far as wishing he were a non–native speaker. However, I feel that the question Peter Medgyes asks in his article 'Native or non–native who’s worth more?' misses the point slightly. As Michael Griffin has shown, the answer is neither. Both groups can make equally good or bad teachers. It’s all down to the factors I’ve been talking about here personal traits, qualifications, experience and demonstrable language proficiency. Your mother tongue, place of birth, sexual orientation, height, gender or skin colour are all equally irrelevant. So why does this obsession with 'nativeness' refuse to go away? Because for years the English language teaching ELT industry told students that only NESTs could teach them good’ English, that NESTs were the panacea for all their language ills. But let’s be blunt and have the courage to acknowledge that the industry encouraged a falsehood which many of us chose to turn a blind eye to while others assumed they could do nothing. I feel this needs to change. The good news is that positive changes are already taking place. TESOL France has issued a public letter condemning the discrimination of NNESTs. Some of the most renowned ELT professionals such as Jeremy Harmer and Scott Thornbury, as well as organisations such as the British Council Teaching English team have already expressed their strong support for the TEFL Equity Advocates campaign I started, which fights for equal professional opportunities for native and non–native teachers. And you can help bring about the change too in numerous ways that were outlined here. So stand up, speak out and join the movement. Join our Teaching English Facebook community for further tips, resources and discussions or see our offer for teachers. You might also be interested in What does your accent say about you? English teachers, are you talking too much in class? Native and Non-Native English Language Teachers Student Perceptions in Vietnam and JapanAbstractThe English language teaching industry in East and Southeast Asia subscribes to an assumption that native English-speaking teachers NESTs are the gold standard of spoken and written language, whereas non-native English-speaking teachers non-NESTs are inferior educators because they lack this innate linguistic skill. But does this premise correspond with the views of second language learners? This article reports on research carried out with university students in Vietnam and Japan exploring the advantages and disadvantages of learning English from NESTs and non-NESTs. Contrary to the above notion, our research illuminated a number of perceived advantages—and disadvantages—in both types of teachers. Students viewed NESTs as models of pronunciation and correct language use, as well as being repositories of cultural knowledge, but they also found NESTs poor at explaining grammar, and their different cultures created tension. Non-NESTs were perceived as good teachers of grammar, and had the ability to resort to the students’ first language when necessary. Students found classroom interaction with non-NESTs easier because of their shared culture. Non-NESTs’ pronunciation was often deemed inferior to that of NESTs, but also easier to comprehend. Some respondents advocated learning from both types of teachers, depending on learners’ proficiency and the skill being such as Braine 2010 and Kirkpatrick 2010 have identified a perception in the English language teaching profession in East and Southeast Asia that native English-speaking teachers NESTs are the ideal model for language production. Their speech is held up as the gold standard of grammatical correctness and perfect pronunciation cf. Wang, 2012, and they are valued as repositories of cultural information. Conversely, non-native English-speaking teachers non-NESTs tend to be positioned as deficient speakers of the language, with imperfect grammatical and pragmatic knowledge, poor pronunciation, and inferior knowledge about foreign cultures Mahboob, Uhrig, Newman, & Hartford, 2004. This notion persists in the face of a rapidly expanding body of evidence to the contrary. Research carried out in Europe Benke & Medgyes, 2005; Lasagabaster & Sierra, 2005, the United States Liang, 2002; Mahboob, 2003, Hong Kong Cheung & Braine, 2007, and the United Kingdom Pacek, 2005 indicates that second/foreign language learners tend to place greater value on certain pedagogical, linguistic, and personal qualities than on a teacher’s linguistic background. However, there has been relatively little rigorous inquiry into the East and Southeast Asia context, despite Braine 2010 and Kirkpatrick 2010 raising the issue. The current study contributes to this area by investigating the attitudes of English learners in Vietnam and Japan toward NESTs and non-NESTs, and explores two research questionsResearch Question 1 What advantages or disadvantages do learners identify about learning English from a native English-speaking teacher?Research Question 2 What advantages or disadvantages do learners identify about learning English from a non-native English-speaking teacher?Because perceptions about non-NESTs are known to vary across social, linguistic, and educational settings Moussu, 2002, 2010; Moussu & Braine, 2006, the study reported here explores two national contexts rather than just one, thereby enhancing the study’s reliability. However, the relatively small sample sizes used in the study restrict the robustness of the findings, which should be treated as article is divided into five sections. The first three sections outline the research rationale, review recent literature about the perceived advantages and disadvantages of NESTs and non-NESTs, and describe the methods used in the current study to probe the issue. The fourth section explores the value of NESTs as models of pronunciation for second language L2 learners and explains the effect of cultural divergence and convergence on teacher–student interactions. The issue of mutual student–teacher comprehension in the L2 is then examined, along with the benefit of being able to give complex linguistic explanations to students. Some perceived advantages of learning from both NESTs and non-NESTs are explicated. The fifth section recapitulates the study’s findings, explains their significance to the current debate, and suggests areas for future Review“Native” and “Non-Native” A Working DefinitionDavies 2004 lists the key tenets of “nativeness” as follows a childhood acquisition of the language, b comprehension and production of idiomatic forms of the language, c understanding regional and social variations within the language, and d competent production and comprehension of fluent, spontaneous discourse. Given that all these tenets but the first may be acquired or learned post-childhood, one could argue that the only immutable difference between a native speaker and a non-native speaker of a language is childhood acquisition. Yet the native/non-native distinction permeates English language teaching ELT ideology Arva & Medgyes, 2000; Moussu & Llurda, 2008, perpetuating inequality between the two groups Canagarajah, 1999, as we shall see below. The present study adopts the terms native and non-native because the distinction between them is the primary focus of this research. However, use of these terms is not intended to bestow legitimacy on the distinction, which we frame as an artificial and disempowering construct cf. Brutt-Griffler & Samimy, 2001.Native or Non-Native? Perceptions in the FieldAs native-like English proficiency has long been framed as virtually unachievable after childhood Birdsong, 1992; Felix, 1987, native speakers are viewed as the ultimate arbiters of what is correct or acceptable language Braine, 1999. Yet Kramsch 1997 points out that native speaker speech is inevitably influenced by geography, occupation, age and social status, and that “standard” forms of English are the exception rather than the norm. Paikeday 1985, as cited in Kramsch, 1997, p. 362 frames the idea of the native speaker as the ultimate authority on linguistic correctness as a “convenient fiction, or a shibboleth.”Also, English is now used more as a lingua franca between speakers of English as a second/foreign language—including roughly 800 million users in Asia Bolton, 2008—than for non-native speakers to communicate with native speakers. Kirkpatrick 2010 contends that the idealized native speaker is becoming less relevant as a model for L2 learners and that a capacity for communication with other L2 users is becoming far more valuable cf. Cook, 2005. Kirkpatrick maintains that the most appropriate linguistic benchmarks should be derived from bilingual or multilingual speakers using English as a lingua franca in region-specific the “convenient fiction” that native speakers are the ideal teachers of English language continues to dominate the English language teaching profession cf. Wang, 2012, and teachers who are not native speakers find themselves viewed as deficient educators. This perception limits non-NESTs’ job prospects Clark and Paran’s 2007 investigation of 90 higher education institutions in the United Kingdom found that of employers made hiring decisions based on native-speakerness. Canagarajah 2005 argues that the motivations for this marginalization are not linguistic or pedagogical but economic and political. They perpetuate a hegemony that favors educators, academics, language institutes, and publishing companies in the Center countries Kachru, 1986 where English is a national or official language. These people enjoy higher salaries, greater prestige, textbook sales, research funding, and management and academic positions. Conversely, non-NESTs in the periphery communities where English is taught and learned as a foreign language are relegated to what Rajagopalan 2005 calls “pariah status” p. 284, disempowered by their dependence on Center educators, institutions, teacher-trainers, and “inferior language teacher” paradigm can erode the professional confidence of non-NESTs. In a survey conducted by Seidlhofer 1996, 57% of 100 non-NESTs surveyed indicated that being a non-native English-speaking teacher made them feel insecure rather than confident in the classroom. Even non-NESTS who do not subscribe to the dominant perspective often struggle against it throughout their career Braine, 1999; Canagarajah, 2005.Research Into NESTs and Non-NESTs The Good, the Bad, and the UglyThis section examines existing research into native and non-native English-speaking teachers, beginning with research into NESTs. Mahboob’s 2003 study of 32 students in an intensive English program at a college revealed a range of opinions NESTs were perceived to have good oral skills, a wide vocabulary, and knowledge about their own culture, but they often had little facility with grammar and had difficulty explaining complex items cf. Lasagabaster & Sierra, 2005. They were perceived as having little language learning experience and lacked knowledge about language teaching methodology. Benke and Medgyes’s 2005 study of 422 Hungarian learners of English at various institutions revealed that native-speaker teachers were viewed as friendly and lively, good models for imitation, and skilled at encouraging learners to speak. However, NESTs’ speech could be difficult for L2 learners to understand, and the differing linguistic and cultural background of most NESTs sometimes inhibited learning. Lasagabaster and Sierra’s 2005 study of 76 English learners at a university in the Basque Autonomous Community in Spain yielded a clear preference for NESTs in the areas of pronunciation, speaking, and listening, but not in more systematic aspects of the language such as lexis and grammar because “sometimes they haven’t got the knowledge to explain it” p. 230. In the Asian context, Wu and Ke 2009 explored the perceptions of 107 Taiwanese university students toward NESTs. The majority supported native-speaker teachers as friendly, informal, and a source of encouragement to students. Respondents favored NESTs as models of pronunciation rather than as formal educators. Han’s 2005 small-scale investigation of the Korean context pointed to a possible perception that NESTs lacked insight into the local educational context and sometimes failed to establish rapport with turn now to research into non-native English-speaking teachers. Non-NESTs in Mahboob’s 2003 study were valued for their own experience as language learners, their strict adherence to methodology, and their hard work, but they were perceived as having poorer oral skills and inadequate knowledge of “Western” cultures compared with NESTs. Pacek 2005 investigated the perspectives of 89 English learners from various countries studying at a university; these learners generally valued their non-NESTs’ pedagogical expertise, metalinguistic awareness, and interpersonal skills. What mattered, one respondent said, was “the teacher’s personality, not nationality” Pacek, 2005, p. 254. Similarly, 20 English as a second language ESL students in Liang’s 2002 study of students’ attitudes toward teachers’ native or non-native accents were more concerned that teachers should be engaging, prepared, qualified, and professional than they were about accent. According to Benke and Medgyes’s 2005 respondents in Hungary, non-NESTs set a lot of homework, planned their lessons thoroughly, prepared students well for exams, and consistently checked for errors—all things valued by students, parents, and administrators in the local educational context. Hungarian learners of English also favored non-NESTs for learning about complex grammar, partly because non-NESTs could explain grammatical items in the students’ first language L1 if required cf. Cook, 2005, and also because non-NESTs’ learned knowledge of the rules of grammar enabled them to give cogent, comprehensible explanations Seidlhofer, 1996. Other studies have found that non-NESTs were valued as models of successful second language learners Cook, 2005; Lee, 2000, and were sympathetic about the challenges faced by students struggling to master the L2 themselves Arva & Medgyes, 2000.Several studies have examined the attitudes of Asian learners of English toward non-NESTs. Cheung and Braine’s 2007 study of 420 students in Hong Kong revealed a generally favorable attitude toward non-NESTs, whose perceived effectiveness matched native-speaker teachers. They also conveyed insight into English language usage, exhibited positive personality traits, could code-switch for complex explanations, and shared the educational and cultural background of their charges. The 65 Chinese college students in Liu and Zhang’s 2007 study were enthusiastic about learning with Chinese teachers of English, whom they viewed as better organized and prepared than their NEST counterparts. Conversely, foreign teachers’ classes were viewed as friendlier and less stressful. Todd and Pojanapunya 2008 investigated and compared the explicit conscious and implicit below the subject’s awareness attitudes of 261 Thai English learners toward NESTs and non-NESTs. Subjects explicitly preferred NESTs as language educators, despite having more positive feelings toward non-NESTs. Yet testing of their implicit attitudes indicated no conclusive preference or positive feeling for either type of teacher. Todd and Pojanapunya 2008 conclude that despite a tendency to express prejudiced attitudes toward one type of teacher, students’ actual behavior as language learners would be identical with either type of the best of our knowledge, the only study in Vietnam was done by Walkinshaw and Duong 2012, who elicited Vietnamese university students’ evaluations of native-speakerness in contrast with other qualities or skills characterizing a competent language teacher. As for the Japanese context, most studies have concentrated on teachers’ perceptions of the issue rather than those of students. Shibata 2010 investigated the opinions of Japanese high school teachers of English about assistant English teachers who were not native English speakers. She found that junior high school teachers n = 24 were more accepting than senior high school teachers n = 51 of non-native teachers. Butler 2007 elicited the opinions of 112 Japanese elementary school teachers about native English-speaking teachers. A total of 60% said that at the elementary level, English was best taught by NESTs. Chiba, Matsuura, and Yamamoto 1995 studied 169 Japanese university-level learners of English, but limited their scope to learners’ perceptions of native and non-native accents. So the current study is noteworthy because it provides learner-focused insight into the Vietnam and Japan MethodThe current study draws on qualitative short-response questionnaire data quantified for analytical purposes because we wished to explore certain classroom attitudes and beliefs rather than to test specific variables Denzin & Lincoln, 2005. We also wanted to exploit the emergent nature of qualitative research, keeping the design relatively loose and open so that it was responsive to emerging information Dornyei, 2007. This section outlines the methodology used in this research the sample groups, the instrument and the procedure for data collection. It also points out the study’s methodological participant groups, totaling100 learners of English, participated in this study. All participants were under 24 years of age. The first group of participants comprised 38 female and 12 male Vietnamese learners of English VLEs at an upper-intermediate level at two universities in Vietnam. Those from the first institution were taught by five NESTs from Australia, New Zealand, and the United States and six Vietnamese non-NESTs, while those from the second studied with three NESTs from Australia and the United States and six Vietnamese non-NESTs. The second group comprised 50 female Japanese learners of English JLEs taking intermediate to advanced courses at a university in Japan. They were taught by six NESTs from Australia, New Zealand, and the United States and four Japanese non-NESTs. The participants were a convenience sample of volunteering students from English programs at these Collection InstrumentThe instrument for data collection was an anonymous self-report questionnaire in English eliciting learners’ attitudes toward studying English with each type of teacher. This instrument enabled a large amount of data to be collected in a readily processable form, and was methodologically similar to other questionnaire-based studies on this subject Benke & Medgyes, 2005; Butler, 2007; Chiba et al., 1995; Kelch & Santana-Williamson, 2002; Liang, 2002; Moussu, 2002; Pacek, 2005; Shibata, 2010; Walkinshaw & Duong, 2012. The data collected were attitudinal Dornyei, 2007, eliciting participants’ attitudes and beliefs about the issue being investigated. To solicit general perceptions about the issue, a guided open format was used. This format was a better fit for the study than a closed-item questionnaire because we could not anticipate the themes that might emerge and therefore could not provide pre-prepared response categories Dornyei, 2007. Respondents wrote a brief descriptive answer to each of the following questions limited to five to reduce participant fatigue your opinion, are there any advantages of learning English with a native-speaker teacher? If so, what are they? your opinion, are there any disadvantages of learning English with a native-speaker teacher? If so, what are they? your opinion, are there any advantages of learning English with a non-native–speaker teacher? If so, what are they? your opinion, are there any disadvantages of learning English with a non-native–speaker teacher? If so, what are they? there any further comments you would like to make?The questionnaires were written and responded to in English, thereby removing the need for translation from the L1. Although responding in an L2 may potentially affect participants’ responses, their relatively high English language proficiency and their familiarity with the subject matter mitigate this. Because the study does not test English language proficiency, textual errors are ignored in the analysis except where meaning is unclear, in which case the data are excluded. The instrument was piloted with eight Japanese and nine Vietnamese learners of English to eliminate ambiguity and bias, and modified according to their responses and feedback. Piloting data were excluded from the formal were recruited by means of information fliers distributed in classes. Students who volunteered to participate were inducted through a consent process and then invited to complete the questionnaire, which took 15 to 20 minutes to complete. Questionnaires were anonymous and no other identifying data were collected. Response identification was through a three-letter code denoting the sample group followed by a number JLE 21. After data had been collected, a coding framework was constructed by identifying emergent themes in the data. The framework’s design was broad and non-hierarchical because of its largely descriptive function, which was to categorize the data by themes. The collected data were coded by one of the researchers and quantified according to the themes in the coding framework, which are presented in the left-hand side column of Table 1. Perceived Advantages and Disadvantages of Studying English With Each Type of Teacher. VLEs n = 50JLEs n = 50Total n = 100NEST advantage Improve pronunciation30 60%27 54%57 57% Learn about teacher’s culture19 38%15 30%34 34% Learn to speak natural, native-like English16 32%12 24%28 28% Improve listening skills4 8%6 12%10 10% Improve speaking skills6 12%4 8%10 10%NEST disadvantage Cultural differences21 42%11 22%32 32% Difficult to understand when a NEST speaks20 40%9 18%29 29% Difficult to be understood by a NEST when speaking7 14%9 18%16 16% Lack of qualifications/experience6 12%3 6%9 9% Cannot speak students’ L18 16%1 2%9 9% Cannot teach grammar/lexis well1 2%5 10%6 6%Non-NEST advantage Can explain in L117 34%7 14%24 24% It is easy to communicate with teacher10 20%12 24%22 22% Good teacher7 14%10 20%17 17% Teacher can explain about grammar4 8%9 18%13 13%Non-NEST disadvantage Poor pronunciation30 60%27 54%57 57% Teachers make mistakes in L22 4%5 10%7 7%Note. VLE = Vietnamese learner of English; JLE = Japanese learner of English; NEST = native English-speaking teacher; non-NEST = non-native English-speaking teacher; L1 = first language; L2 = second primary limitation in this study is the gender imbalance in the two sample groups. Only 12 of the 50 Vietnamese respondents were male, and all 50 Japanese respondents were female because the data were collected from a women’s university. To redress this limitation in some measure, we refer to Walkinshaw and Duong 2012, who surveyed the same Vietnamese sample group as the current study does. There was no Japanese sample. This study elicited participants’ perceptions of the importance of native-speakerness compared with other skills or qualities that characterize competent teachers qualifications, experience, or enthusiasm, which participants rated on a Likert-type scale of 1 to 5. A mean rating was then calculated for the male VLE participants only and this was compared with the global average of both male and female VLE participants. The mean rating for VLE males was only lower than the mean for both sexes, allowing us to tentatively extrapolate that a male JLE group in the current study would produce similar responses to those generated by the existing female JLE respondents. However, further research is necessary to confirm this. Another limitation is that the sample is drawn from only tertiary institutions and is not generalizable to other language learning contexts. Further enquiry is needed to investigate the wider applicability of these results. Finally, the study uses only one instrument for data collection. Although this is common for studies into this topic, triangulation with other data collection methods would have increased the depth and granularity of the information gained. Our future investigations into this topic will incorporate a multi-faceted and DiscussionThe following sub-sections will examine and interpret the findings from this research, drawing on Table 1, which quantifies each sample group’s responses to the questions asked in the there is not space to describe each individual result, the most frequently occurring themes are discussed teachers as a model for pronunciation, student–teacher cultural similarities and differences, capacity of teachers to explain complex language items, and desirability of learning from both NESTs and as Pronunciation ModelsThe most common perceived advantage of learning English from a NEST was exposure to native pronunciation as a model for linguistic output VLE = 60%; JLE = 54%; see Table 1, enabling respondents to improve their pronunciation by imitating a native speaker’s talk “just like babies do” JLE 19. VLE 39 commented that “you can correct your pronunciation, intonation. And you can speak English more natur[ally]” cf. Wu & Ke, 2009. Conversely, both groups VLE = 60%; JLE = 54%; see Table 1 listed pronunciation as by far the most salient disadvantage of a non-NEST. One commonly voiced issue was accuracy, summed up in JLE 25’s assertion that “some non-native teachers can’t pronounce correctly.” Another perception was that non-NESTs’ pronunciation was inferior, as VLE 34 mentions, “The pronunciation of a non-native-speaker teacher is normally not as good exact as a native speaker teacher.”How well does this finding match with research into other geographic and educational contexts? Of 43 international students surveyed by Pacek 2005 at a British university, 24 agreed that clear pronunciation was paramount in language teachers, but only 7 argued specifically for native-speaker pronunciation. Benke and Medgyes’s 2005 study of Hungarian learners of English affirmed that pronunciation was a benefit of learning from NESTs, but on the other hand students often struggled to comprehend NESTs’ speech. Lasagabaster and Sierra’s 2005 respondents appreciated exposure to NESTs’ pronunciation, but pointed out that NESTs often failed to correct students’ own previous studies have foregrounded English learners’ negative perceptions of non-native pronunciation 1998; Moussu 2002, the accuracy of these perceptions has been questioned. For example, Chiba et al. 1995 investigated Japanese university students’ ability to identify varieties of spoken English by playing them a short English passage recited by nine English speakers from the United Kingdom, the United States, Malaysia, Sri Lanka, Hong Kong, and Japan. Only one quarter to one third of the respondents could identify the various native-speaker accents accurately; in fact, almost half failed to correctly place the Japanese English speakers! In a similar study by Kelch and Santana-Williamson 2002, L2 learners listening to recordings of native and non-native speakers’ voices failed to identify the native speakers with any accuracy. These findings cast doubt on the convictions of participants in the current research, which may be guided by their pre-conceived notions about non-NESTs’ Cultural Similarities and DifferencesA frequently mentioned benefit of learning from a NEST was becoming familiar with the teacher’s culture VLE = 38%; JLE = 30%; see Table 1. This result is unsurprising, as fascination with other countries and cultures is a common motivation for learning a second language also reported by Mahboob, 2003. VLE 24 commented, “We can know much about culture and people in that native speaker teacher’s country.” JLE 10’s interest was comparative “[NESTs] can clearly inform difference between Japan and their countries.” This finding echoes Ryan 1998, who argues that awareness about social/cultural groups is a key part of the knowledge that teachers bring to language converse of this was that NESTs in Vietnam and Japan were often unfamiliar with local socio-cultural and socio-linguistic norms cf. Han, 2005. Respondents VLE = 42%; JLE = 22%; see Table 1 reported tension between NESTs’ and students’ culturally informed notions of classroom interactionThey have different values and communication styles. I sometimes feel that there are some misunderstandings and miscommunications between students and teachers. JLE 1Different cultures may sometimes cause misunderstandings between the teacher and students. For example, my American teacher surprised so much when she saw same sexual student in my class holding [hands] together. VLE 21Although the respondents do not explicitly mention pragmatic differences, these are probably in play. L2 learners and NESTs often have different protocols for negotiating teacher–student interaction Levy, Wubbels, Brekelmans, & Morganfield, 1997; Yates, 2005, particularly with potentially face-threatening classroom speech acts such as requests, disagreements, and reprimands. If a strategy is interpreted by either interlocutor as overly direct or impolite, the result may be a failed learner–NEST encounter with a knock-on effect for future relations Boxer, 2002; Walkinshaw, 2007. Interestingly, fewer Japanese than Vietnamese respondents mentioned this factor, suggesting that they found it less salient. The reason may be that NESTs at Japanese universities, often hired for their considerable teaching experience in Japan McCrostie, 2010, may have adapted their teaching and interpersonal style to align with Japanese classroom interactional dynamics. The Vietnam context has not been studied in depth, but hiring practices there tend to be less stringent, so NESTs may be less experienced and less acculturated to local educational practices, thereby raising the likelihood of classroom communicative contrast with their perception of NESTs, Table 1 shows that respondents from both groups found communication with a non-NEST easier VLE = 20%; JLE = 24%, partly due to their shared cultural schemas also noted by Cheung & Braine, 2007. JLE 34 commented that they “can ask the [non-native speaker] teacher a favour without hesitation,” whereas according to VLE 20, “sometimes, learning with native speaker teachers make me stress.” The issue is partly socio-pragmatic Learners who share their teacher’s cultural background can judge more easily how to frame requests or opinions, what topic restrictions exist, and when to take or relinquish the floor Cazden, 2001; cf. Walsh, 2002.Explaining Complex LanguageAnother advantage raised by both sample groups VLE = 8%; JLE = 18%; Table 1 is non-NESTs’ perceived ability to explain complex linguistic items in a comprehensible manner. VLE 23 said, “They can explain some difficult problem for us effectively.” On the Japanese side, JLE 26 commented that non-NESTs offered “more efficient teaching than [native] speaker in terms of grammar,” which JLE 42 noted was “good [preparation] for the entrance exam.” Their opinions echo previous research on this topic Mahboob, 2003; Medgyes, 1994. Arva and Medgyes 2000 found thatGrammar occupied pride of place on the non-NESTs’ list. Thanks to both their own learning experience and pre-service training, they claimed to have in-depth knowledge of the structure of English as well as a metacognitive awareness of how it worked. p. 362NESTs, on the other hand, were perceived by some respondents as being less adept at explaining complex grammar and lexis VLE = 2%; JLE = 10%. Respondents commented,Sometimes a native English speaker cannot explain a new difficult word easily to understand. VLE 9Sometimes they can’t answer my questions about grammar because these kinds of things are too natural for them, and they don’t know why. JLE 44This finding too evokes earlier research A NEST participating in Arva and Medgyes’s 2000 study observed drily that “most native teachers I know never really came across grammar until they started teaching it” p. 361.Let us turn from pedagogical aptitude to linguistic facilitation VLEs 34%, and to a lesser extent JLEs 14%; see Table 1, expressed satisfaction that their non-NESTs could resort to the L1 if required cf. Cheung & Braine, 2007. A shared L1 expedited comprehension, as VLE 41 noted, “Non-native [speaker teachers] can use mother tongue to explain for students that students may not understand in foreign language.” The use of the L1 in the classroom has traditionally been anathema because it contravenes the principles of communicative language teaching cf. Trent, 2013. However, Cook 2005 argues that the L1 is useful for giving instructions quickly and explaining complex grammar, which is the context in which respondents advocated its use. They also valued the L1 for negotiating comprehension “I believe that it’s better to ask in Japanese . . . than not to understand in only English” JLE 22.Learning From Both Types of TeacherFourteen respondents VLE = 10; JLE = 4 advocated learning from both NESTs and non-NESTs, depending on the learners’ proficiency and the skills being taught. VLE 3 commented that this combination is “the best way to study a language,” while JLE 33 stated that “native speaker teacher is necessary [. . .], but good non-native speaker teacher is also necessary.” Respondents pointed to NESTs’ and non-NESTs’ perceived complementary strengths in teaching different skills and different levels of abilityWhen teaching English grammar to Japanese people, it’s better to have both native speaker and Japanese teacher, but for speaking English it’s best to have native speakers. JLE 19[T]he learner in low level should learn with non-native speaker in order to understand well[.] [W]hen they are in advanced level, learning with native-speaker teacher is the best choice. VLE 46This finding is supported by Benke and Medgyes’s 2005 study of their subjects believed that non-native teachers can support elementary language learners better than native speakers. One reason is that L2 learners at lower levels may have difficulty understanding NESTs’ speech, while another is non-NESTs’ greater facility for explaining lexico-grammar Arva & Medgyes, 2000; Llurda & Huguet, 2003; Mahboob, 2003—both issues raised by respondents in the current study. Conversely, higher level students who are already familiar with the mechanical aspects of their L2 may prefer NESTs for increasing their spoken fluency and mastering different spoken registers. NESTs are perceived as reliable models of authentic language cf. Lasagabaster & Sierra, 2005; Llurda & Huguet, 2003 and familiar with the various genres of English Arva & Medgyes, 2000; Davies, 2004, and therefore better equipped to teach more advanced learners. In sum, the current data affirm existing research findings in signaling a preference for both types of teacher, though not necessarily in issue of parity between native and non-native-speaker teachers needs to be foregrounded because even though the vast majority of English language teachers worldwide are non-NESTs, many non-NESTs in the ELT industry are sorely disenfranchised see Clark & Paran, 2007, for the context. The issue is particularly salient in Asia, where native speakers are often the industry’s ideal model and American English the preferred variety Young & Walsh, 2010. The current findings respond to questions about how these teachers are perceived by learners and what qualities they bring to the language the data show that NESTs were valued as models for authentic, natural pronunciation, despite comprehensibility issues. Grammatical explanations were not viewed as a NEST forte cf. Benke & Medgyes, 2005. Respondents appreciated learning about NESTs’ cultures, but also experienced a cultural and communicative gap in NEST-fronted classrooms. Also, NESTs often could not communicate in their students’ L1. Non-NESTs’ pronunciation was viewed as non-authentic and their speech less fluent than native speakers’, but respondents appreciated their ability to code-switch to the L1 when required. In addition, non-NESTs’ ability to explain complex grammar was valued. Although some respondents criticized non-NESTs’ limited knowledge of English-speaking cultures, others valued working with teachers who shared their own cultural norms and values. Finally, the sample highlighted the benefits of learning with both NESTs and non-NESTs cf. Benke & Medgyes, 2005.Let us briefly sketch the implications of these findings for teaching English as a lingua franca, which frames multilingualism rather than native-speakerness as a cornerstone of language teacher competence Kirkpatrick, 2007. Our data indicate that non-NESTs’ multilingual competence was a boon for the English learners in the two participant groups because it underpinned three primary perceived advantages of non-NESTs Their ability to code-switch when teaching complex items, their understanding of the complex nature of second language learning, and their pedagogical competence, borne of their own experience as second language learners Ellis, 2002. This finding should benefit the self-esteem and professional confidence of multilingual non-NESTs, and should boost their reputation in the ELT profession Braine, 2010. Another potential positive outcome is a move away from the idealized notion among teachers, parents, and administrators of NESTs as a default model for students to emulate Phillipson, 1992. Rather, monolingual NESTs may come to be viewed as potentially constrained by their lack of second language learning proposing future research trajectories, we echo Moussu and Llurda’s 2008 call for further research into this topic outside of the British, Australasian, and North American BANA context. This would help to address an imbalance in research focus Although the greater part of English language learning and teaching takes place elsewhere in the world Kirkpatrick, 2007, much of the existing research originates in the BANA countries or in Europe, which have the most resources and funding for research. We also advocate further research into the complementary skillsets of NESTs and non-NESTs and the practical application of these skills in language classrooms. Specific research foci could include the educational contexts, levels of learner proficiency, and linguistic sub-skills most closely corresponding to NESTs’ and non-NESTs’ respective sum, the current research findings advance the debate on this topic by highlighting the unique and often complementary skillsets of NESTs and non-NESTs at tertiary institutions in Vietnam and Japan. More broadly, these findings are one more nail in the coffin of the notion—still prevailing in Asia—that non-native English-speaking teachers are second-class educators and inherently inferior to native-speaker authors would like to thank Andy Kirkpatrick, Cristina Poyatos Matas, and the two anonymous reviewers for their valuable feedback on earlier drafts of this of Conflicting InterestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this authors received no financial support for the research and/or authorship of this V., Medgyes P. 2000. 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Language, Culture and Curriculum, 23, Walkinshaw is a Lecturer in English in the School of Languages and Linguistics, Griffith University, Queensland, Hoang Oanh is an Associate Professor in Education at the Vietnam National University, Ho Chi Minh City, articleCite article If you have citation software installed, you can download article citation data to the citation manager of your choice Information, rights and permissionsInformationPublished InArticle first published online May 8, 2014Issue published April-June 2014KeywordsEnglish language teachingnative-speakernessnon-native-speakernesssecond language learningSoutheast AsiaRights and permissions© The Authors published April-June 2014Published online May 8, 2014AuthorsAffiliationsIan WalkinshawGriffith University, Nathan, Queensland, AustraliaDuongthi Hoang OanhVietnam National University, Ho Chi Minh City, VietnamNotesIan Walkinshaw, School of Languages and Linguistics, Griffith University, 170 Kessels Road, Nathan, Queensland 4111, Australia. 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