Perceived versus Measured Teaching Effectiveness : Does Teacher Proficiency Matter?

The impact of the non-native speaker's (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers' language proficiency and th...

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Bibliographic Details
Published in:RELC journal 2020-08, Vol.51 (2), p.280-293
Main Authors: Sadeghi, Karim, Richards, Jack C., Ghaderi, Farah
Format: Article
Language:English
Subjects:
Accuracy
Correlation
English (Second language)
Feedback
Feedback (Response)
Foreign Countries
Language Proficiency
Language Teachers
Learning outcomes
Linguistic Input
Metalanguage
Metalinguistics
Native Speakers
Non English speaking background
Nonnative speakers
Second Language Instruction
Second Language Learning
Second language teaching
Self Evaluation (Individuals)
Teacher Attitudes
Teacher Characteristics
Teacher education
Teacher Education Programs
Teacher Effectiveness
Teacher evaluations
Teachers
Teaching
Teaching Methods
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Summary:The impact of the non-native speaker's (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers' language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher's command of their second language (L2). [Author abstract]
ISSN:0033-6882
1745-526X
DOI:10.1177/0033688219845933