Nonnative English-Speaking Teachers in Turkey: Teacher Perceptions and Attitudes

Abstract

Nonnative English-speaking teachers (NNESTs) are estimated to make up more than 80 percent of English language teachers worldwide. Therefore, there has been a growing surge of interest in topics regarding NNESTs to better understand these teachers’ strengths and challenges in and appreciate their contributions to English language teaching. However, studies focusing on NNESTs’ perceptions and attitudes about both themselves and native English-speaking teachers (NESTs) are rare, especially in the contexts of teaching English as a foreign language (EFL). With this in mind, this study aimed to investigate what perceptions and attitudes NNESTs in Turkey hold about themselves and NESTs regarding English language proficiency and teaching abilities. A mixed-method approach was used for data collection in which quantitative data were collected through an online likert scale questionnaire, while qualitative data were gathered through an online open-ended questionnaire on a voluntary basis. The findings showed that NNEST participants considered both themselves and NESTs as adequately proficient in the different areas of English. The participants were also found to perceive both NNESTs and NESTs comfortable in teaching different skills of English. And lastly, it was indicated that the participants held differing attitudes towards their own status as NNESTs and their colleagues’ status as NESTs. The participants considered both NNESTs and NESTs as effective models for foreign language learning and teachers’ professional qualifications and personal qualities more significant than English nativeness. The findings of the current study have several implications for the empowerment of language teachers and improvement of foreign language teaching and learning.