NATIVE AND NONNATIVE ENGLISH-SPEAKING AND …

1 NATIVE AND NONNATIVE english -SPEAKINGENGLISH AS A SECOND LANGUAGE TEACHERS:STUDENT ATTITUDES, TEACHER SELF-PERCEPTIONS,AND intensive english ADMINISTRATOR BELIEFS AND PRACTICESA ThesisSubmitted to the FacultyofPurdue UniversitybyLucie M. MoussuIn Partial Fulfillment of theRequirements for the DegreeofDoctor of PhilosophyAugust 2006 Purdue UniversityWest Lafayette, IndianaiiACKNOWLEDGEMENTSI would like to thank with all my heart all the people who have helped me makethis research project a success: Margie Berns, my dear advisor and dissertation Chair,who has guided me and encouraged me with great energy and endless faith in myabilities; the members of my dissertation committee, Irwin Weiser, Tony Silva, andShirley Rose, whose useful suggestions and encouragements were much appreciated;George Braine, Lia Kamhi-Stein, Paul and Aya Matsuda, and Ahmar Mahboob, whoinspired this dissertation and whose invaluable feedback kept me going in the rightdirection; the many intensive english Program administrators (and their secretaries!)

2 Whograciously participated in this project and gave me their time, paid for photocopies,helped with the IRB forms, encouraged their teachers and students to participate, andbelieved in the importance of this project; the hundreds of ESL teachers and students whocontributed to this project one way or another and gave me priceless responses; VeronicaRicol, whose sense of organization, patience, and endless humor allowed us to enter,analyze, and file thousands of questionnaires; the many colleagues, teachers, and friendswho helped with pilot studies, translations, and back translations for countless hours;Reeshad Dalal and Duane Wegener from Purdue s Psychology Department, whom I cannever thank enough for their amazing support; Purdue s Statistical consultants, whoseguidance allowed me to calculate numerous volumes of statistical results; theInternational Foundation for english Language Education (TIRF), which funded thisproject entirely with a generous Doctoral Dissertation Grant; my family, who neverdoubted I would really finish school one day; every person at Purdue and elsewhere whoshared suggestions, reassurance, or a word (or more) of encouragement; and finally,someone special, who has guided me wisely and has been with me through all the upsand downs of my life with his humor and love.

3 To all of you, thank you! I could not havemade it this far without OF CONTENTSPageGLOSSARY ivABSTRACT viiiCHAPTER ONE: INTRODUCTION 1 Statement of the Problem 2 Personal Perspective 5 Theoretical Assumptions and Discussions 7 Goals of the Research Project and Research Questions 10 Significance of the Project 12 Summary 13 CHAPTER TWO.

4 REVIEW OF LITERATURE 14 International Teaching Assistants 14 Teacher Education 18 ESL and EFL Teachers Perspectives 21 Advantages and Disadvantages of NESTs and NNESTs 21 Teachers Self-perceptions 26 What is a Qualified Teacher? 30 IEP Administrators Perspectives 31 Background Information about IEPs 31 Beliefs and Hiring Practices 33 ESL and EFL Students Perspectives 35 Definition of Attitude 36 Research Studies with Students 38 Conclusion 41 CHAPTER 3.

5 METHODOLOGY 42 Research Design 42 Instruments 44 Rationale for Using Questionnaires 44 Constructs 47ivPageDescription of the Questionnaires 52 First Pilot 53 Analysis and Revisions 54 Second Pilot 54 Revisions 56 Data Collection Procedures 57 Analysis of the Data 58 Participants 59 intensive english programs 59 Administrator, Teacher.

6 And Student Demographics 60 Student Demographics by School 66 Conclusion 72 CHAPTER FOUR: STUDENTS INITIAL ATTITUDES 73 Teacher Appreciation 73 Physical Appearance 77 Grammar 80 Pronunciation 81 Final Statements 83 Conclusion 86 CHAPTER FIVE.

7 INFLUENCE OF VARIABLES 88 Students First Language 88 Gender 94 Class Subject 97 Level 102 Expected Grade 105 Teachers First Language 110 Conclusion 114 CHAPTER SIX.

8 INFLUENCE OF TIME 116 Overall Patterns 117 Teacher Appreciation 118 Role Model and Physical Appearance 120 Grammar 122 Pronunciation 124 Final Statements 127 Conclusion 131vPageCHAPTER SEVEN.

9 TEACHERS AND ADMINISTRATORS 133 Discrimination and Response to Discrimination 134 Teachers Self-Perceptions 137 NNESTs Strengths 145 NNESTs Weaknesses 147 Instruction Aimed at NNESTs or About NNESTs 149 Preparation for Teaching Assignments 150 Overall Teachers and Administrators Attitudes 152 IEP Administrators Beliefs and Practices 157 Final Thoughts 159 Conclusion 161 CHAPTER EIGHT.

10 DISCUSSION AND CONCLUSION 163 Students Initial Attitudes 163 Influence of Variables 165 Influence of Time 169 Teachers Self-Perceptions 170 IEP Administrators Beliefs and Practices 171 Implications and Future Studies 172 Recommendations 174 Teacher Education programs 175 intensive english programs 177 Delimitations and Limitations 178 Delimitations 179 Technical Limitations 180 Conclusion 183 REFERENCES 184 APPENDICESA ppendix A: Project Flowchart 196 Appendix B.