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Conducted by two professors in a MA TESOL program, it explores how educators teach future ESL/EFL teachers who are both native and nonnative speakers.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/how-tesol-educators-teach-nonnative-english-speaking-teachers/597939/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/how-tesol-educators-teach-nonnative-english-speaking-teachers/597939.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"How was the survey conducted and who participated?","Question",{"text":63,"@type":64},"Two professors in a MA TESOL program conducted the survey and asked TESOL educators in California about how they teach and work with future ESL/EFL teachers who are both native and nonnative speakers.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},597939,1792122439,{"code":4,"msg":74,"data":75},"success",[76,80,84,88,93,98,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Exam",70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":104,"slug":105},8,30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":89,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":103,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":131,"language":132,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":12,"update_tm":136,"read_time":137,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","STEFAN FRAZIER  \nSan José State University  \nSCOTT PHILLABAUM  \nSan José State University  \nHow TESOL Educators Teach  \nNonnative English-Speaking Teachers  \nThis paper reports the results ofa survey of California TESOL educators about issues related to nonnative English-speaking teachers (NNESTs). A good deal of research suggests that NNESTs areas effective, if not more so, than native English-speaking teachers (NESTs) and that their treatment in today’s work world should be reconsidered; in addition, much research has interrogated the“native/nonnative” dichotomy itself, that is, whether we should or even can believe in “native speakers” and “nonnative speakers”  \nof English. What seems to be missing, however, is a discussion of what graduate TESOL educators should be doing with nonnative English-speaking master’s students, how they already interact with them, and if and how they treat them in any way “differently.” The survey, conducted by 2 professors in a MA TESOL program, asked TESOL educators in California about how they work with and teach future teachers of ESL or EFL who are both native speakers and nonnative speakers.  \nIntroduction and Study Purpose  \nesearch into issues related to “nonnative” speakers of English who  \nRbaecgomeenuinEnge alcish lanademicguagefield tewiacthhiertssohaswn, byrichnoawrra, cyomeof suinbtofielitdss ownReceanst  \ncomprehensive texts such as Braine (2010) and Mahboob (2010), as well as the“classics”(such as Braine, 1999), attest to the field’s legitimacy; these texts, the culmination of years of work by myriad researchers, also provide solid theoretical foundations for understanding the important roles NNESTs assume in their professions.1  \nOne topic that still makes little appearance in the extant literature, and which this paper’s two authors have noted is little discussed otherwise, is how TESOL educators treat their own MA TESOL students who are nonnative English speakers (NNSs), or how they should treat them, or whether TESOL educators should even consider nonnative-speaking students differently in any way. To be sure, much has been written about TESOL trainees in practicum courses, which are almost always a culminating experience in MA TESOL courses. Kamhi-Stein (2004a)—especially Part 3—provides guidelines for how to im  \nThe CATESOL Journal 23.1 • 2011/2012 • 155  \nprove conditions for NNESTs in practicum courses in various contexts (Brady & Gulikers, 2004; Lee, 2004) and the use of journals and journal sharing for MA TESOL practicum trainees (Brinton, 2004; Matsuda & Matsuda, 2004) . Lee (2004) directly addresses NNESTs’ language proficiency and the ongoing need for “improvement” thereof (pp. 244-246), a major theme that arises in the results of the current survey.  \nOther sources that take on directly the topic of NNESTs’ language proficiency, and how teacher educators can and should address it in classrooms, are in the volume edited by Mahboob (2010) . Barratt (2010) presents a set of 30 strategies for preparing future NNESTs (as well as NESTs) on nonnative English-speaker equity issues. Several of the strategies reflect concerns that our survey’s respondents report having had through their years of teaching, including“Raising Awareness About NEST/NNEST Proficiency” and “Creating Awareness of Different Englishes.” Whereas Barratt suggests that these are indispensable knowledge areas for future teachers of EFL/ESL, some of our respondents seem to believe that educating students on their own language proficienciesis either not their job or not particularly important. Similarly, Nemtchinova, Mahboob, Eslami, and Seran (2010) make a strong argument for including activities and assignments in graduate classes for improving NNESTs’ linguistic and pragmatic competences, and not just in a stand-alone “special” course but integrated into courses already being taught. (All these sources reflect Liu’s [1999] suggestion that nonnative-speaking TESOL students should be given more language tra","cbCaihxRdySUi0r0","https://ap.wps.com/l/cbCaihxRdySUi0r0","pdf",601800,27,"English","# Introduction and Study Purpose\n## Background on NNESTs and the native/nonnative debate\n## Focus on treating and supporting MA TESOL NNS students\n## Prior literature on language proficiency and curriculum suggestions\n## Study context, survey design, and research questions","[{\"question\":\"How was the survey conducted and who participated?\",\"answer\":\"Two professors in a MA TESOL program conducted the survey and asked TESOL educators in California about how they teach and work with future ESL/EFL teachers who are both native and nonnative speakers.\"}]","How TESOL Educators Teach - Nonnative English-Speaking Teachers | PDF",1792085991,68]