A comparison of native- and nonnative-English-speaking teachers' beliefs about teaching English as a second language to adult English language learners

This study investigated the beliefs that native- and nonnative-English-speaking teachers (NESTs and NNESTs) have about teaching English as a second language (ESL) to adult English language learners (ELLs). The teachers' beliefs were compared in order to determine how NNESTs' beliefs were different from those of NESTs based on the fact that they have gone through the “ESL experience”, a cross-cultural and language-learning experience similar to that experienced by their students. The teachers' beliefs were divided into four categories.; A survey was conducted with forty NESTs and forty NNESTs who teach ESL in adult education programs in twenty U.S. states. Using a General Linear Model to analyze the survey data, the results reveal that a difference was found between NESTs' and NNESTs' beliefs about (a) the role of the teacher's sociocultural and linguistic background and experiences in the ESL classroom; and, (b) the importance of including cross-cultural issues in ESL instruction. In addition, the number of languages spoken (NLS) by the teachers and their language background (NEST vs. NNEST) were correlated which indicates that NLS matters in determining the teachers' beliefs about teaching ESL to adult ELLS.; Seven NNESTs and four NESTs participated in personal interviews conducted over the phone. Using the Constant Comparative Method to analyze the interview data, the results reveal that NNESTs' and NESTs' beliefs about teaching ESL to adult ELLS differ based on their perceived strengths as ESL professionals, and that these beliefs derive from their language-learning and cross-cultural experiences. Data also indicate that NESTs in this study were not aware of the marginalization issues with which their NNEST colleagues contend in the field of adult education.; The conclusions and recommendations for this study may be of particular interest to ESL teachers who work with ELLs, to adult education professionals who hire or provide professional development for ESL teachers, and to those involved with doing research or making policies in Teaching English to Speakers of Other Languages.