Non-native Speakers of English: Why We Teach English Composition

Presenter Information

Diana Fernandez

Location

2078

Format Type

Paper

Start Date

January 2015

End Date

January 2015

Abstract

This phenomenological study focused on the lived experience of non-native English speaking composition professors. Interviews were conducted to delve into the participant’s experience with regard to workplace barriers, pedagogical approaches, and teaching efficacy. Themes emphasized by the participants included the importance of early training, the positive effects of their non-nativeness in the classroom, and how content knowledge can be used as a teaching style.

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Non-native Speakers of English: Why We Teach English Composition

2078

This phenomenological study focused on the lived experience of non-native English speaking composition professors. Interviews were conducted to delve into the participant’s experience with regard to workplace barriers, pedagogical approaches, and teaching efficacy. Themes emphasized by the participants included the importance of early training, the positive effects of their non-nativeness in the classroom, and how content knowledge can be used as a teaching style.