1. KHALID AHMAD SIDDIQ INDIANA STATE UNIVERSITY Attitudes of Students toward Native and Nonnative Speaking Teachers

2. STARTER! “One of the reasons why teaching is such an exhausting trade is that we repeatedly have to open ourselves up in front of large groups of people in the knowledge that we might be challenged, criticized, proved wrong, laughed at, talked about, dislike, or even despised. That applies to all teachers. The threat to personal security experienced by someone teaching ‘communicatively’ a language which they themselves have learned at school must be many times greater.” (Edge, 1988, p. 156)

3. Introduction Who is Native speaker?  Native speaker has been defined in past literature in terms of the “birth and growing up” (Edge, 1988, p. 154) a child, the language learning sequence, whatever language learned “first… as a mother tongue” (Edge, 1988, p. 154). The notion of language learning sequence and birth place (Edge, 1988; Cook, 1999; Bloomfield, 1933) has been acknowledged so far. Who is Nonnative speaker?  Non-native speakers are considered as a deficient, noncreative, and an inefficient language users by students, parents and society (Butler, 2007; Liu, 1999).

4. Continued… Native Speaking Teachers  Native speaking teachers had been considered a “good model” for language learners across the world to date (Todd & Pojanapunya, 2009, p. 24; Medgyes, 1994, p. 51; Tajino & Tajino, 2000, p. 3; Edge, 1988, p. 153).  The advantages associated with the native speaking teachers are as follows:  (a) good language model,  (b) encourager to speak in the target language,  (c) more lenient and friendly, and  (d) easy to reach out (Barratt & Kontra, 2000; Moussu, 2010; Walkinshaw & Duong, 2012). Non-native Speaking Teachers  Non-native speaking teachers according to Phillipson (1992) had been believed to be “second-class citizens” (as cited in Ping & Ma, 2012, p. 280) in the field of language teaching.  However, Auerbach (1993) in support of non-native speaking teachers argues that “it is not just the experience [of NNST] as a language learner, but the experience of sharing the struggles as a newcomer that is critical” to language teaching profession (p. 26).

5. This Study Often it has been pointed out that students’ judgment of their teachers is based on their teachers’ pronunciation, accent, race, or ethnicity. However, this study not only considers those aspects, but it also focuses on the teachers’ teaching methodology, teachers’ behavior, and teachers’ style of teaching in order to distinguish the major causes of the biased labels of native and non-native speaking teachers.

6. Methodology Participants  4 teachers  62 students Data Collection (adapted from Choi, 2007)  Questionnaire (for students)  Interviews (with teachers) Data Analysis  Analysis of Variance (ANOVA)  Multivariate Analysis of Variance (MANOVA)

7. Data Collection Questionnaire was divided in 4 sections  Section 1: The importance of Teaching Methodology  Section 2: Race and Ethnicity Factors  Section 3: Satisfaction with the Classroom Instruction  Section 4: Dissatisfaction with the Classroom Instruction

8. Partial Students’ Results dfMean SquareFSig. Section 1Between Groups Within Groups Total 1 60 61 119.14 23.69 5.03.03 Section 2Between Groups Within Groups Total 1 60 61 1.10 11.44.10.76 Section 3Between Groups Within Groups Total 1 60 61.13 5.51.02.88 Section 4Between Groups Within Groups Total 1 60 61 13.14 5.99 2.20.14 ANOVA by Level

9. Partial Students’ Results (Cont’d) dfMean SquareFSig. Section 1Between Groups Within Groups Total 1 60 61 142.62 23.29 6.12.02 Section 2Between Groups Within Groups Total 1 60 61 1.27 11.44.11.74 Section 3Between Groups Within Groups Total 1 60 61 1.17 5.50.21.65 Section 4Between Groups Within Groups Total 1 60 61 1.57 6.18.25.62 ANOVA by Gender

10. Partial Students’ Results (Cont’d) MANOVA Tests of Between-Subjects Effects Source Dependent Variable Type III Sum of Squares df Mean Square FSig. StudyTimeSection122.8561 1.014.318 Section2.4551.038.846 Section36.6781 1.175.283 Section46.8701 1.123.294 LevelSection180.1831 3.558.065 Section2.0931.008.930 Section31.5871.279.599 Section411.7891 1.926.171 GenderSection173.8821 3.278.076 Section21.1171.093.762 Section31.0471.184.670 Section41.1521.188.666 Expected gradeSection141.4281 1.838.181 Section2.2341.020.889 Section38.4091 1.479.229 Section4.4151.068.796 InstructorSection1.7201.032.859 Section212.5111 1.041.312 Section32.7741.488 Section45.5741.911.344 ReasonSection118.0951.803.374 Section28.4521.704.405 Section3.7681.135.715 Section48.3831 1.370.247

11. Partial Results Teachers (Cont’d) Teacher 1: “it hurts my ear when I hear people mispronouncing the words.” Teacher 2: “I did not do very well in class as I expected because I was so much busy.” Teacher 3: “I actually don’t care about the labels [native and nonnative], but it bothers me when it gets so important in job announcements.”

12. Conclusion As pointed out by Barratt and Kontra (2000), Auerbach (1993) and Medgyes (1994), native speaking teachers faces many challenges because of their lack of knowledge about the local culture, the native language, teaching strategies, the language learning processes, and unawareness of interlanguage challenges on the students’ side Students’ do not show very significant attitudes if they have been taught well.  Teachers’ teaching style and behavior can highly effect students attitudes.  Native teachers believe that they are good source of “culture and language.”  Nonnative teachers count themselves to be more sentimentally close to the students.

13. Thank You!

14. References Auerbach, E. R. (1993), Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27: 9–32. doi: 10.2307/3586949 Liu, J. (1999). Nonnative-english-speaking professionals in tesol. TESOL Quarterly, 33(1), 85-102. Retrieved from http//www.jstor.org/stable/3588192 Barratt, L., & Kontra, E. H. (2000). Native-English-Speaking Teachers in Cultures other than their own. TESOL Journal, 9(3), 19-23. Bloomfield, L. (1933). Language. New York: H. Holt and Company. Butler, Y. G. (2007). How are nonnative-English-speaking teachers perceived by young learners?. TESOL Quarterly, 41(4), 731-755. Retrieved from http://www.jstor.org/stable/40264404http://www.jstor.org/stable/40264404 Choi, S. J. (2007). The experiences of non-native English speaking teachers and their professional identity constructions in an ESL context. ProQuest. Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209. Retrieved from http://ejournals.ebsco.com/direct.asp?ArticleID=4C758D664A5FDE 7A2D30 http://ejournals.ebsco.com/direct.asp?ArticleID=4C758D664A5FDE 7A2D30

15. References (Continued…) Edge, J. (1988). Natives, speakers, and models. JALT Journal, 9(2), 153-157. Retrieved from http://jalt-publications.org/jj/archive/http://jalt-publications.org/jj/archive/ Medgyes, P. (1992). Native or non-native: who's worth more?. ELT Journal, 46(4), 340-349. Todd, R. W., & Pojanapunya, P. (2009). Implicit attitudes towards native and non- native speaker teachers. System, 37(1), 23-33. doi: 10.1016/j.system.2008.08.002 Tajino, A., & Tajino, Y. (2000). Native and Non-native: What can they offer? Lessons from Team-Teaching in japan. ELT Journal, 54(1), 3-11. Retrieved from http://eltj.oxfordjournals.org/content/54/1/3.full.pdf html Moussu, L. (2010). Influence of Teacher-Contact Time and Other Variables on ESL Students' Attitudes towards Native-and Nonnative-English-Speaking Teachers. TESOL Quarterly,44(4), 746-768. Retrieved from http://www.jstor.org/stable/27896762 http://www.jstor.org/stable/27896762 Walkinshaw, I., & Duong, O. T. H. (2012). Native- and Non-native Speaking English Teachersin Vietnam: Weighing the benefits. TESL-EJ, 16(3), 1-17. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume16/ej63/ej63a1/http://www.tesl-ej.org/wordpress/issues/volume16/ej63/ej63a1/