PERCEPTIONS OF NON-NATIVE SPEAKER LANGUAGE TEACHER LANGUAGE USE Emma Riordan BA, MPhil, IRCHSS Government of Ireland Scholar, Centre for Language and Communication Studies, School of Linguistic, Speech and Communication Sciences, Trinity College Dublin

THEMES IN RESEARCH ON THE NNSLT Language Competence Davies, A. (2003). The native speaker : myth and reality Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy": Non-linguistic roots, non-pedagogical results Defining native and non-native speakers Bernat, E. (2008). Towards a pedagogy of empowerment: The case of ‘impostor syndrome’ among pre-service non-native speaker teacher. Rajogopalan, K. (2005). Non-native speaker teachers if English and their anxieties: Ingredients for an experiment in action research. NNSLTs’ self perceptions Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher?. Llurda, E. (2005). Non-native TESOL students as seen by practicum supervisors. NNSLTs as perceived by others Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. Medgyes, P. (1999). Language training: A neglected area in teacher education. Teacher Education for NNSLTs

EXPLORATORY RESEARCH METHODS Document Analysis Leaving Certificate German Syllabus and Draft Guidelines for Teachers National Council for Curriculum and Assessment reports The European Profile for Language Teacher Education Official inspectorate publications 20 School inspection reports Guided Interviews Pilot with trainers of teachers of other languages Participant documents developed −Participant Information Leaflet −Consent form −Interview guide Interview with teacher trainers representing 6 of 7 universities in ROI Transcribed interviews

QUALITATIVE DATA ANALYSIS

Handouts Worksheets Posters Authentic Texts Notice Boards ICT Materials and Resources Charts Diagrams Word fields Vocabulary learning Meta-cognitive strategies Learner autonomy Language courses Membership of the GDI Visiting countries where the language is spoken Speaking with native speaker assistants/students Gestures/Expression Appropriate language Synonyms Questioning Visual aides Principled use of L1 Evaluating Correcting Disciplining Clarifying Instructing Explaining RESULTS AND DISCUSSION Target Language Use Target Language Use for Specific Purposes Communication Strategies Specific Learner Strategies Teacher Language Maintenance

FUTURE RESEARCH Language for Teaching Purposes: A Language Needs Analysis of NNSLTs Exploratory Phase (QUAL + QUAL) Teacher Trainer Interviews Document Analysis Teacher Perspectives (QUAN + QUAL) QuestionnaireTeacher Diaries Objective Observation (QUAN) Quantitative Classroom Observation

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