Native and Non-Native English-Speaking Teachers
An Integrated Approach in Kurdistan Region of Iraq
DOI:
https://doi.org/10.25156/ptjhss.v1n1y2020.pp13-17Keywords:
Native speaker teachers, Non-native speaker teachers, Teacher professionalismAbstract
The aim of this paper is to analyze some argues of the terminology of native English-speaking teachers (NESTs)/non-native English-speaking teachers (NNESTs), which George Braine and Peter Medgyes made their first steps toward this study. The study relied on the nature notion of these two concepts in linguistic studies in various areas of the world. It illuminates the strengths and the limitations of NESTs and NNESTs with respect to English language teaching to speakers of other languages, particularly in Kurdistan Regional of Iraq with different models of linguistics. Consequently, the work focuses on the perceptions, responses, and attitudes toward these two contexts with taking account their role in teaching English in Kurdistan Regional of Iraq. Finally, the evaluation portrays an outstanding method of teaching English by co-operating NESTs/NNESTs. Since recently, it considers as one of the highest applicable strategies in TEL, and the educational institutions may achieve a better success by providing both instructors in their programs.
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