Quantifying Native Speakerism in Second Language (L2) Writing: A Study of Student Evaluations of Teaching

Autor/inn/en	Lee, Sei; Du, Qian
Titel	Quantifying Native Speakerism in Second Language (L2) Writing: A Study of Student Evaluations of Teaching
Quelle	In: Applied Linguistics, 42 (2021) 3, S.541-568 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amaa033
Schlagwörter	Native Speakers; English (Second Language); Language Teachers; Teacher Background; Disadvantaged; Student Evaluation of Teacher Performance; Teacher Effectiveness; Negative Attitudes; Gender Differences; Multilingualism; Writing Instruction; Correlation + Suchen Sie Ihr Suchwort? Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Negative Fixierung; Geschlechterkonflikt; Mehrsprachigkeit; Multilingualismus; Schreibunterricht; Korrelation
Abstract	Despite the continually growing number of non-native English-speaking (NNES) teachers in English language teaching, the profession is nonetheless still shaped by native speakerism (Holliday 2005), the idealization of native English speakers (NESs) as linguistically and culturally superior to their NNES counterparts. Such an ideology leads to negative perceptions toward NNES faculty even if they hold equal qualifications to their NES counterparts. This study sought to determine whether multilingual students themselves evaluate instructors differently based on the instructors' language background. Based on 5,050 Student Evaluation of Teaching (SET) scores compiled over three years (2015-18), independent "t"-tests and MANCOVA analysis revealed a statistically significant relationship between NNES students' perceptions of teacher effectiveness and instructor's language background. Such findings were further compounded by instructor's gender and course variables, additionally disadvantaging NNES instructors. The broader implications are for institutional stakeholders to be cognizant of the prevalence of native speakerism in L2 writing contexts and use holistic models for teacher assessment to adapt more equitable approaches to assessing underrepresented faculty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01