Communities of Participation in TESOL

Strategies for NonnativeEnglish-Speaking Teachers Continued Development as Professionals

LUCIANA C. DE OLIVEIRA
Purdue University has been significant interest in issues related to nonnative-English-speaking (NNES) teachers over the past several years (e.g., Braine, 2010; Moussu & Llurda, 2008). The research literature has focused on several aspects, including NNES teachers self-perceptions (Brutt-Griffler & Samimy, 1999), pedagogical skills (Kamhi-Stein, Aagard, Ching, Paik, & Sasser, 2004), and needs as preservice teachers in teaching English to speakers of other languages (TESOL) masters programs (Kamhi-Stein, 1999, 2000) as well as collaboration between native-English-speaking (NES) and NNES teachers (de Oliveira & Richardson, 2004; Matsuda & Matsuda, 2004). Several strategies have been found to contribute to NNES preservice teachers work in graduate programs. Lee and Lew (2001) found that NNES graduate students spend extra time working on reading and writing assignments, preparing for class presentations, and organizing class contributions when compared with their NES peers. Sharing their English learning experiences in class greatly contributed to NNES graduate students classroom performance. They were able to participate more fully by discussing their successes and struggles as English learners. In addition to using their nonnative status for contributions in graduate classes, NNES teachers also use it in their teaching in several ways (Liu, 1999; Maum, 2003). These teachers are good role models for language learners and are empathetic to learners needs, because they have been through the process of learning English themselves
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and are sensitive to the struggles and difficulties that students experience. The ESL experience, which Maum (2003) defines as a cross-cultural and language learning experience similar to that experienced by the students (p. vii), is a key element in NNES teachers classrooms. Among the attributes that these teachers bring to the classroom are their conscious knowledge of grammar, . . . their ability to understand the challenges that second language students are facing, . . . their empathy for their students, . . . their cross-cultural experience, and their ability to serve as excellent role models (Nemtchinova, 2005, p. 252). This article contributes to the literature on NNES teachers by providing specific ways in which NNES teachers can use their nonnative status in the classroom and in their professional work in the field of TESOL. Drawing on my own experiences as an English learner, I describe some strategies that NNES teachers can use for their continued development as professionals. The strategies presented are most relevant for NNES teachers who live in places where there is a constant use of English. However, the strategies can be adapted for a variety of contexts.

STRATEGIES BASED ON EXPERIENCE: USING NNES TEACHERS NONNATIVE STATUS IN THE PROFESSION
The way NNES teachers use their nonnative status will most likely depend on their teaching context and specific learners. In this section, I present classroom strategies based on experience and highlight some ways that I have used my nonnative status while teaching English as a second language (ESL) at the high school and university levels in the United States. I also describe how my nonnative status benefits learners as well as myself in my current role as a teacher educator of NNES graduate students. Revealing My Identity as an NNES Teacher There are conflicting views in the literature about the benefits of NNES teachers revealing their nonnative status to students. The teachers themselves may not necessarily agree that doing so is beneficial (Liu, 1999). Some may feel that it is important to gain students trust and respect first. At the beginning of each course, I build rapport with students by saying that I know what it is like to
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be an English learner, and I talk about my own language learning experiences. Revealing ones identity and nonnative status to students may depend on ones teaching context and students (Liu, 1999), so NNES teachers should carefully consider whether to do so. I use the opportunities created by my nonnative status to reveal my firsthand experiences with learning English. This strategy brings me closer to students and usually serves to unify the class. One example of a language learning experience I often share with students is using a monolingual dictionary. Some students may think that using a monolingual dictionary in ones first year of learning a language may be difficult because they may not have a basic understanding of the language. However, I started using a monolingual dictionary during my first year learning English in Brazil. And I have to confess that it was hard at first. As a reading strategy, I looked up a word in the dictionary, and I would find maybe three (or more) words within the definition that I didnt know. Forcing myself to check the meanings of so many words in the language of instruction actually helped me learn many new words. I would recommend monolingual dictionaries that provide sentences as examples to clarify what the main word means. I also used a bilingual dictionary because it was helpful when I really needed to translate a word. For example, in my PortugueseEnglish dictionary, I would look up a Portuguese word that I wanted to know in English. The dictionary would list many words as options for the Portuguese word, so what would I do? I would go back to my monolingual dictionary and look up each option to see which nuance was the one I needed. That took a long time, but it was worth it. Now I use an online dictionary, which I have bookmarked in my web browser. The best aspect of many online dictionaries is that they give the pronunciation of words, so in addition to learning the meaning of the word, one can listen to the word being pronounced. Being a Role Model for Students The literature has recognized being a role model for students as a major part of NNES teachers work (e.g., Llurda, 2005). Not well established in the literature is what this entails. NNES teachers can
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model behaviors by sharing specific strategies with students. Role modeling entails more than just who you are; it involves what you do as a language learner yourself. In this case, being a role model involves demonstrating behaviors that encourage students to invest in their own learning. In working with NNES graduate students, being a role model involves encouraging behaviors that enhance their professional preparation. In addition, NNES teachers can work with NNES graduate students on professional activities such as conference presentations and coauthored manuscripts. Models of abstracts, handouts, and presentations can also be provided. I not only encourage all of the graduate students I teach to present at professional conferences, I try to provide support by helping them write and submit their abstracts, prepare handouts, and practice their presentations. My experience tells me that, for graduate students, this type of mentoring is highly valued and appreciated. Having a mentor is one of the best experiences I have had as an NNES educator. NNES teachers should try to find a mentor who can help them in several aspects of teaching, scholarship, or both. Mentors can help in many aspects of ones professional life and do not have to be NNES professionals themselves. For instance, I have had several mentors during my teaching career who have provided different types of support for me as a developing TESOL professional. One of them, who happened to be an NNES educator, mentored me in several aspects of my professional life, but primarily in leadership. The main component of finding a mentor is compatibility. Mentoring relationships provide opportunities for personal and professional growth that might not otherwise be realized (Kamhi-Stein & de Oliveira, 2008). In addition, instead of simply using myself as a role model, I identify and talk about successful NNES teachers working in a variety of contexts to show NNES graduate students that they, too, can thrive. Even NES teachers have found that using an NNES educators experiences in language learning can be helpful for ESOL students (de Oliveira & Richardson, 2004).

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Sharing Learning Strategies Sharing the language learning strategies that they have found helpful has also been identified in the literature as part of NNES educators work (e.g., Nemtchinova, 2005). Here, I outline five specific strategies that students in my classes have found useful over the years. Be a Good Listener One of the most relevant strategies for continuing to learn English is to write down the words that you do not understand. Of course, spelling is often difficult, but students can write what they hear using an approximate spelling. For instance, I was at a presentation recently where one of the attendees started her contribution by saying, Piggybacking on what she [the previous speaker] was saying, and then continued on with her presentation. At that time, I was unsure of what piggyback meant, so I wrote pig back in my notebook and later used a dictionary to find out what it meant. I emphasize to students the importance of understanding the context when learning how to use a word appropriately. Merely learning the dictionary definition is not enough. What is important is to be attentive to what others are saying and not feel ashamed if you dont understand every word. Develop Conversation Strategies When dealing with unknown words in a conversation, I usually ask the person for clarification, an example, or an explanation. Instead of saying, I dont understand (word/expression), I show students that they can use more strategic ways to ask for clarification by explaining what part of the utterance they did not understand. Some common constructions include the following:

N N N N N

Im not sure I know what you mean. Would you mind clarifying that? Im not sure what youre referring to. Would you mind giving me an example of that? Would you mind explaining that again?

The most difficult conversational challenge is turn-taking. Turntaking, or the way in which speakers hold the floor in conversations, varies between cultures and languages. It may be difficult to
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identify when to make a contribution, so I try to pay attention to clues in the discourse, such as intonation. The most helpful piece of advice I give students is to try to be aware of turn-taking systems in their own language. One method I like is to practice turn-taking in dyads or small groups. This can help students internalize the strategy and allows NNES learners to become more comfortable in English conversations. Prepare for Meetings and Other Speaking Events I like to emphasize to students that graduate education is preparation to become a professional. Although many of us complain about having to attend meetings, the fact is that meetings, including graduate seminars, are influential in many ways. In order to have your voice heard, you need to present yourself in a professional manner. This can be a major challenge for NNES teachers who work and study in professional environments dominated by native English speakers. One strategy that I use to prepare for meetings and other speaking events is to list exactly what I am going to say. For instance, when I was in graduate school, after reading an article I would write down a list of some contributions I planned to make during the class discussion of the readings for that week, exactly as I would make them. This helped me synthesize the readings, conceptualize my contributions, and prepare for group discussions, because I was often unsure about what contribution to make. After I started using this strategy, I felt better prepared and ready to share with everyone in the group. Even now, as a faculty member, I prepare some contributions to faculty meetings or other group meetings ahead of time so I know for sure certain things that I am going to say and how I am going to say them. This strategy helps me have confidence in what I am saying because I dont feel the pressure of having to think of everything I want to say on the spot. Make a List of Good Clauses Good clauses are expressions or starters that you would normally use in your area of study or daily life. It is important for me as a novice scholar to be able to organize my articles in ways that are appropriate for academic writing. Therefore, I try to look for language chunks in academic papers that I could use in my writing.
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I often rephrase them or at least try to learn the basic structure that I can incorporate in my papers. This strategy is also helpful to students because it aids with information retention as they learn new words, phrases, and clauses. Below are a few examples that I often use in my scholarly work:

N N N N N N N

Much of the literature on X documents specific aspects of Y. This paper will begin with a review of the literature pertaining to various aspects of X. Subsequently, data collection and procedures will be outlined, followed by a discussion of the significance of the proposed research. This finding is similar to that of an earlier study . . . The results indicated/suggested . . . The authors noted/claimed . . . This chapter describes/shows . . .

Be Diligent NNES teachers need to emphasize that learning does not happen do dia pra noite (from day to night), as we say in Brazilian Portuguese, but takes a great deal of time, work, and commitment. This is a complex issue because sometimes students may need to improve their English skills rather fast in order to be able to pass a standardized test or continue with their studies. However, it is important for NNES teachers to emphasize the time commitment they have invested in their own learning so that students they teach are aware of what is involved in language learning. The strategies I have outlined here are meant to provide examples of how NNES teachers can use their nonnative status with students, based on my experiences as an ESL teacher and as a teacher educator of NNES graduate students. Revealing ones identity as a nonnative speaker, being a role model for students, and sharing learning strategies are ways that NNES teachers can use their nonnative status as leverage for assisting and motivating students.

DISCUSSION AND CONCLUSION

Continuing to develop language skills is often difficult for NNES teachers because they may not know what strategies to use. Their continued learning of English depends on using some techniques that can be incorporated into their daily lives through experimentation.
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Most significantly, perhaps, NNES teachers can draw on their own learning experience to advise ESOL students about the responsibility that they have for their own learning. Based on the major points presented in this article, I offer two recommendations for teacher education programs. First, NNES graduate students could be asked to consider the benefits and drawbacks of revealing their NNES status to students. This topic can create a number of opportunities for discussion about classroom management, methodology, and learner identities. Preservice teachers can reflect on how NNES teachers can use their nonnative status in their classrooms. Second, teacher educators can ask NNES graduate students to reflect on their language learning strategies and share these strategies in TESOL graduate programs. These reflections could be a topic for discussion and would bring NNES graduate students experiences as learners of English to the forefront. The strategies presented in this article are meant to encourage busy NNES teachers to continue to develop as professionals in the field of TESOL. The ideas that I share point to ways in which teacher educators can bring their own experiences, as well as those of students, into the discussion of issues revolving around theory and practice. The impact of NNES teachers on the field will continue to grow along with their needs for professional support.

THE AUTHOR
Luciana C. de Oliveira is an assistant professor in the Department of Curriculum and Instruction and the Department of English (courtesy) at Purdue University, in West Lafayette, Indiana. She is also director of the English Language Learning Licensure Program for the College of Education. Her research focuses on the challenges of academic language for ELLs in K12, teacher preparation for ELLs, and nonnative-English-speaking teachers. She is the author of Knowing and Writing School History: The Language of Students Expository Writing and Teachers Expectations, which received the 2011 David E. Eskey Award for Curriculum Innovation from California TESOL. She is past president (2010) of the Indiana Teachers of English to Speakers of Other Languages association.
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