Different Accents Of Non Native English Teachers

Having the insight as a former student and a present educator, Linda Christensen wrote about her views on the way English is taught to students in her essay“Teaching Standard English: Whose Standard?” Christensen

With the increasing number of students that do not use English as their first language in schools today, especially high school students, teachers and students alike have been faced with challenges that have made slow and mostly unpleasant; the transition and settling in of the students and the adaptation to them by the teachers.

Reading chapter six from Beyond Grammar Language, Power, and the Classroom, written by Mary R. Harmon and Marilyn J. Wilson has open my eyes not to base peoples’ language off from standard American English because everyone has a different dialect depending on their culture. I am going to be more mindful of peoples’ dialect, and not be quick to judge a person based on their language because a person's language is what makes that individual unique. Instead, I am going to embrace the different dialects and use them as an advantage when teaching a classroom

In his article, Cook argues that the emphasis or dependence of native speaker model(NSM) in language teaching is not necessary. It is time to adopt non-native models both for language learning and teaching, and he provides some possible teaching methods.

Anas has known English for as long as he can remember and was taught British English as a young boy in an English school in Karachi. From the beginning in what would be the American equivalent of preschool, Anas attended a school that used almost exclusively English. Anas remembers all of his books being in English as a child and all of his teachers taught in English. While his speech is easy to perceive as foreign, it is not difficult to understand. When asked if he thinks he has a strong accent, he does not believe his accent is very strong. However he mentions that while working at the UT Dallas Visitor Center, many people ask him to repeat directions. Anas’ accent can hinder his communication, but he reports that usually after repeating his directions they understand.

Let’s talk about my English accent first. I came to the United States when I was in high school. I considered my English, especially my spoken English, was close to native speakers among the other international students, like Mexican students and European students, because I could recognize their nationalities by hearing them spitted out the first word.

Teachers positively affect young minds. One of the greatest achievements a teacher can experience is watching all students, including Enlgish Language Learners, expand their knowledge to their full potential. I want to become a teacher because I want to make a positive impact on a person’s life. Once, I obtain my own classroom, I know that not all students will know how to speak English, therefore as a teacher I plan on using various tips and methods in order to teach them English.

We as teachers must always deliver clear input for ELL’s. The student needs to understand the message that is conveyed. When new teachers are appointed to a mainstream classroom and spend the majority of their day in this type of environment it is particularly imperative for them to obtain understandable input from their teachers and classmates. If that teacher provides information by lecturing in the front of a classroom, the English language learner will not be receiving this input. Teachers must speak slowly, use movements and body language to get across the meaning to ELL’s.

Regarding the Accent, I’m a United States Citizen and spend most life in NJ. I attended and completed Middle School, High School and College in the US.

This difficulty may be a challenge, but teachers can help their students overcome this challenge by first remembering the differences in their student’s dialects are not wrong. (Woolfolk 2016). Teachers need to first, get over their own possible stereotypes about students who speak a different language. Second,

At the heart of my teaching is the fundamental belief that every individual possesses a unique quality, and when encouraged, can contribute and enhance the learning environment of any classroom. As a teacher, it is my reasonability to foster learning while helping to empower my students to reach their fullest potential in developing their English ability. In each opportunity to interact with students both inside and outside of the classroom, I aim to motivate and involve each student to become a life-long learner of English. In addition to strengthening students’ academic development, I also aim for students to develop a greater enthusiasm for global communication and a deeper understanding of cultural awareness throughout the course of their study.

During this observation I was able to view Ms. Yanik Second grade English as a Second Language classroom. This specific classroom was a pullout instructional format and they were focusing on science weather lesson. In this classroom, there are six students, half of which were from Haiti and the other half were from two different Spanish speaking countries. Due to the fact that the students were not all from the same country the English proficiency varied from the beginner to some students who were considered at the intermediate level. In this classroom, there were two specific students that did not speak a word of English, but they could comprehend what was being said to them.

Firstly, student learning can be enhanced through language sharing. Students from culturally diverse classes are usually come from different places, for example, Europe, America and South Asia. Different countries have their own mother languages. For American, they speak English as their mother language and they can speak very fluently with the accurate American accent. Through classroom interaction, Hong Kong students can learn English more accurately with correct accent and

Nonstandard dialect in most countries like America is known to be used by low or non-prestige groups that have many grammatical errors and that are considered to be uneducated. This conclusion was acquired because of the negative attention that this kind of dialect draws. Educated people tend to judge the speaker of such a dialect as socially inferior, and non-educated. People in general usually use the terms "bad", “improper” or "incorrect" to describe Non-standard English. Today I’m going to show you how a Kuwaiti non-standard dialect reverses these assumptions! People all around the world no matter who always want to seem sophisticated around others, in this essay I will be talking about how Kuwaitis show this eagerness or

For the purpose of this assignment I chose Feruza, an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years her teachers heavily focused on writing while neglecting speaking. When she continued her learning process here in Jeddah, her high school teachers focused only on speaking but not at the level she was expecting.