Author(s): B. Warren OLIVER, Enisa MEDE
The purpose of this study was to ascertain and describe the nature of the professional binary between Native Englishspeaking instructors (NESTs) and non-Native English-speaking instructors (non-NESTs) within the context of English educational programs in Turkey. Additionally, this research explores the relation between the expression of the NEST/non-NEST binary at a Turkish EFL program through the role of using Native Speaking Models (NSMs) as well as the principles of English as an International Language (EIL). Data was collected from 82 teachers and department heads from 9 foundation (non-profit, private) university-based English preparatory programs in Istanbul, Turkey, via two online surveys, implementing Likert-type-scale and open-ended questions to compare how institutions explain and instructors experience this professional dichotomy. Findings revealed that schools have interpreted EIL principles to varying degrees, resulting in a spectrum of their curriculum. Meanwhile, results from the Teacher Survey displayed that teachers, who strongly believe in EIL principles, play a major part in the curriculum design process for each program. These findings indicated that, although it appears that while EIL principles are becoming more popular amongst Turkish EFL Programs, the programs often neglect the personnel aspect of their curriculum design when applying EIL principles to their programs.
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