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"TIRF encourages TESOL researchers to do good work and to make a difference in the world as the findings from their research inform and enrich the learning and teaching of English around the world."

Diane Larsen-Freeman,
TIRF Supporter

The International Research
Foundation
for English Language Education

Research > Research Priorities > Teachers' English Proficiency and Effective English Language Education

TIRF Research Priorities

Teachers' English Proficiency and Effective English Language Education

Adopted 2003-2010

NOTE: TIRF is no longer accepting grant applications under this research priority. See TIRF's Research Priority on Teacher Education, which includes the issue of teachers' proficiency.

The relationship between teachers' proficiency in English, effectiveness in teaching English as a second or foreign language or as a medium of instruction, and student achievement.

Background: There has long been an assumption that "native speakers" of a language are the best teachers of that language; however, there is little research evidence to support this position and it has, therefore, been contested in recent years. In fact, many applied linguistics and teacher educators have noted the important contributions, insights, and expertise that non-native-English-speaking teachers bring to classrooms around the world in which English is used. Indeed, the vast majority of English language teaching in the world today is likely carried out by non-native speaking teachers of English with varying degrees of proficiency in English. Given the importance and impact of this sizable group of professionals, the 2003-04 TIRF Research Priority addresses the role of non-native speaking teachers in English language teaching and/or the effective delivery of other curricula through English as the medium of instruction. In particular, it addresses issues connected with teacher education for non-native teachers of English and the levels of English required to effectively implement language teaching or other curricula delivered through the medium of English.

We therefore seek proposals that examine one or more of the following interrelated themes:

• the effectiveness of teacher education in relation to teachers' English language proficiency;
• the effectiveness of ongoing professional development in relation to teachers' English language proficiency;
• the assessment of teachers' English proficiency and determination of levels of competence required for effective curriculum delivery in English;
• the effectiveness of teacher education in relation to teachers' proficiency;
• the relationship between non-native teachers' English proficiency and non-native students' learning outcomes, which may include (e.g., students' English proficiency and/or their achievement in other subjects taught in English;
• the effectiveness of non-native speakers of English in teaching English to students who are non-native speakers of English;
• the effectiveness of non-native and native speakers of English in teaching other subjects through the medium of English to students who are non-native speakers of English; and the role, status, and effectiveness of highly qualified non-native speakers of English in English language teaching internationally.