Non-native Speakers of English: Why We Teach English Composition
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.
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.
Comments
Breakout Session G