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59 results

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  • The native/non-native debate: A practitioner responds

  • Carol Griffiths
  • Journal:
    Language Teaching , First View
    Published online by Cambridge University Press:
    15 November 2024, pp. 1-3
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  • It is, perhaps, with some surprise that I find the native/non-native divide again attracting attention. The first I remember of this being an issue was when we were informed that the native speaker was dead (Paikeday, 1985). Needless to say, to those of us who did not feel at all deceased, this came as a surprise, but the announcement certainly attracted attention. The next contribution to the debate that I remember was Peter Medgyes's (1992) question regarding whether native or non-native was worth more. And so the dispute has continued spasmodically until the present, when we find two pieces on the subject within two recent issues of Language Teaching (Llurda & Calvet-Terré, 2024; Selvi et al., 2024).

  • What about the teacher?

  • Carol Griffiths
  • Journal:
    Language Teaching / Volume 56 / Issue 2 / April 2023
    Published online by Cambridge University Press:
    03 May 2021, pp. 210-222
    Print publication:
    April 2023

  • Given that I have been a teacher of one kind or another for practically all of my working life, starting as a high school English teacher before moving into TESOL (teaching English to speakers of other languages), I would like to suggest (in all modesty, of course!) that I am in a good position to understand the stresses of the job. In this position paper, I would like to try to explain the background to the issues of teacher stress, to identify contemporary problem areas, to suggest some possible ways to address the problems, and also to explain why tackling teacher stress is so important – both for teachers themselves, and also for the other stakeholders, especially the learners. Although this article draws essentially on the experience of language teachers and related literature, many of the issues described could apply to teachers of any subject at any level anywhere, a point that will be taken up again when suggesting areas for further research.

  • Good Language Teachers: Past, Present, and Future Directions

  • from Part III - Instructional Perspectives
  • Edited by Carol Griffiths, University of Leeds, Zia Tajeddin
  • Book:
    Lessons from Good Language Teachers
    Published online:
    22 April 2020
    Print publication:
    30 April 2020, pp 298-308

  • Summary

    Teachers have always been among the main stakeholders in language education. A review of the fads and fashions and the rise and fall of language teaching methods testifies to the varied roles assigned to language teachers. In the heyday of the methods era, ranging from the audiolingual method to Task-Based Language Teaching (TBLT), teachers constantly received attention depending on how teacher roles were defined in each method. These roles are well presented in two seminal volumes by Richards and Rodgers (2001) and Larsen-Freeman (2000).

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