The Monitor Hypothesis and English Teachers in Botswana: Problems, Varieties and Implications for Language Teacher Education  

Oleh:

McDonald, Ria ; Kasule, Daniel

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 18 no. 2 (2005), page 188-200.
Topik: language teacher education; medium of instruction; English language teaching; English as a second language; in-service education and training; non-native Englishspeaking teachers
Fulltext: 18.2.188-200.pdf (136.31KB)

Isi artikel

This paper reports the results of a brief investigation into what non-native Englishspeaking teachers (non-NESTs) perceive to be their difficulties with the English language. It was hypothesised that the confidence of such teachers, which affects the effectiveness with which they teach, would be low. Results from 15 randomly selected interviewees confirmed this hypothesis. The monitor hypothesis was utilised in the investigation as it explains how adults perceive their L2 competence. It was deduced that because of the negative impact of teachers’ feelings of inadequacy on their teaching, they should be required to participate in in-service programmes in order to empower them in their teaching.

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