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Results indicate broadly shared perceptions of equitable treatment, alongside meaningful mismatches that reveal gaps in how instruction is understood by learners and faculty.",{"@graph":14,"@context":73},[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 & 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is the main aim of the current study?","Question",{"text":63,"@type":64},"To compare student perceptions with TESOL professionals’ reports on whether native and nonnative English-speaking students are treated equally in MA TESOL programs.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What data does the study use?",{"text":68,"@type":64},"Survey data from current and former students enrolled in MA TESOL programs across California.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the study find overall?",{"text":72,"@type":64},"Students and TESOL professionals generally share perceptions about equal treatment, but several important differences emerge in how students and instructors view those 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\nStudent Perceptions of How TESOL Educators Teach Nonnative English-Speaking Teachers  \nRecent research on how TESOL professionals educate nonnative English-speaking students in MA programs indicates a general conviction that native-speaking and nonnative-speaking MA students should be treated equally during their studies in MA programs. Absent from this discussion and much of the literature on this topic, however, are the voices of the students themselves, which raises the question of how well self-reports from TESOL professionals match the perceptions ofthe students in those MA programs. The current study aims to address this issue. On a survey of current and former students in MA TESOL programs across California, data suggest generally shared perceptions between TESOL professionals and students on the question of whether nonnative English-speaking and native English-speaking students are treated equally during their studies; however, several important differences exist. This paper examines these differences and discusses themismatches between MA students’ perceptions of how nonnative English-speaking students are treated and those of their instructors.  \nIntroduction and Study Purpose  \nThe notion that native speakers make intrinsically better teachers, known  \nas the native speaker fallacy (Phillipson, 1992), has been questioned  \nfrom a variety of angles during the past 20 years (Canagarajah, 1999, 2012; Holliday, 2005; Jenkins, 2000; Ma, 2012; Pennycook, 1994, 1998) and has led to the development of a rich literature on nonnative English-speaking teachers (NNESTs) and issues related to their participation as members of the TESOL community. Indeed, recent volumes such as Braine (2010) and Mahboob (2010) attest to the position of NNEST studies within TESOL and the growing interest and participation in this area.  \nAs far back as 1985, Paikeday stated that the native speaker “exists only asa figment of linguist’s imagination” (p. 25), yet to this day many TESOL jobs prefer native-speaker applicants to nonnative speakers (Clark & Paran, 2007) . This has led to a number of studies that have investigated student preferences and that have shown that, in many cases, students are able to see the value of nonnative English-speaking teachers (Benke & Medgyes, 2005; Lasagabas  \nThe CATESOL Journal 24.1 • 2012/2013 • 245  \nter & Sierra, 2005; Ma, 2012; Moussu & Braine, 2006; Pacek, 2005) . Phillipson (1992), Canagarajah (1999), and Kramsch (1997) have all argued that simply being a native speaker of a language does not make one a good teacher, and Phillipson has suggested that because most nonnative English-speaking teachers acquired their L2 as adults, they were better prepared to address the challenges faced by other adults learning an L2 than those who had learned their L1 as children. These views are reinforced by research that shows that NNESTs can serve as models of good learners for their students (Cook, 2005; Frazier & Phillabaum, 2011/2012; Medgyes, 1992), may be more empathetic to the needs and struggles of learners (Boyle, 1997; Frazier & Phillabaum, 2011/2012; E. Lee & Lew, 2001; Lipovsky & Mahboob, 2010; Medgyes, 1994), often exhibit better metalinguistic awareness, and are more skilled at presenting linguistic information than native speakers (Frazier & Phillabaum, 2011/2012; Medgyes, 1994; Murphy-O’Dwyer, 1996) .  \nIn contrast to the above studies, which focus on the strengths of nonnative English speakers as teachers, other research has investigated the context of teacher training and what goes on with nonnative English-speaking students before they enter the classroom because, as Llurda (2005) notes, a large number of students in MA TESOL programs in the US are nonnative speakers. An early investigation by England and Roberts (1989) of 123 master’s programs found that no additional training was offered to nonnative speakers, an","cbCaiqKabcnvqkqG","https://ap.wps.com/l/cbCaiqKabcnvqkqG","pdf",594218,27,"English","# Introduction and Study Purpose\n## Native speaker fallacy and NNEST literature\n## Teacher training context in MA TESOL programs\n## Research focus from the student perspective","[{\"question\":\"What is the main aim of the current study?\",\"answer\":\"To compare student perceptions with TESOL professionals’ reports on whether native and nonnative English-speaking students are treated equally in MA TESOL programs.\"},{\"question\":\"What data does the study use?\",\"answer\":\"Survey data from current and former students enrolled in MA TESOL programs across California.\"},{\"question\":\"What does the study find overall?\",\"answer\":\"Students and TESOL professionals generally share perceptions about equal treatment, but several important differences emerge in how students and instructors view those practices.\"}]","Student Perceptions of How TESOL Educators Teach Nonnative English-Speaking Teachers | PDF",1792085923,68]