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The relevance of teachers' non-English oral proficiency to their metalinguistic and register awareness of English
This doctoral study investigated whether and the extent to which oral proficiency with limited or no literacy skills in a non-English language promoted native English-speaking (NES) and nonnative English-speaking (NNES) English language teachers' metalinguistic and register awareness of English. Tea...
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| Format: | Thesis |
| Language: | English |
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School of Education
2022
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| _version_ | 1867613211315929088 |
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| access_status_str | Open Access |
| author | Rakab, Mehmet Bülent |
| author2 | van Rooyen, Ian |
| author_browse | Rakab, Mehmet Bülent van Rooyen, Ian |
| author_facet | van Rooyen, Ian Rakab, Mehmet Bülent |
| author_sort | Rakab, Mehmet Bülent |
| collection | Thesis |
| description | This doctoral study investigated whether and the extent to which oral proficiency with limited or no literacy skills in a non-English language promoted native English-speaking (NES) and nonnative English-speaking (NNES) English language teachers' metalinguistic and register awareness of English. Teachers were classified as Truly Bilingual (TBL) if they possessed literacy skills in the languages they spoke and not TBL (NTBL) if they did not. A comparative analysis of TBL and NTBL as well as native and non-native English-speaking teachers was carried out. Twenty-three English language instructors with different linguistic profiles participated in the research. This qualitative study required participants to provide responses to both open-ended and close-ended questions. The instrument designed for the study comprised tasks that aimed to assess competence in a variety of linguistics skills including Phonology, Syntax, Morphology, Grammar, and Parts of Speech. Teachers' pedagogical skills were additionally assessed through simulated classroom tasks. The findings echoed previous research findings in that TBL teachers displayed more elevated metalinguistic and register awareness than NTBL teachers. The study further confirmed that NNES teachers appeared to possess more elevated metalinguistic and register awareness than did their NES counterparts. Teachers with subject-relevant qualifications displayed substantially more elevated metalinguistic and register awareness than those with no or limited subject-relevant qualifications, which suggests that subject-specific training seemed to play a greater role in contributing to metalinguistic and register awareness than whether the teachers were TBL or whether they were NES or NNES. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/36716 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:31.718Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/36716 The relevance of teachers' non-English oral proficiency to their metalinguistic and register awareness of English Rakab, Mehmet Bülent van Rooyen, Ian Everson, Vanessa Hattingh, Anne Marie education This doctoral study investigated whether and the extent to which oral proficiency with limited or no literacy skills in a non-English language promoted native English-speaking (NES) and nonnative English-speaking (NNES) English language teachers' metalinguistic and register awareness of English. Teachers were classified as Truly Bilingual (TBL) if they possessed literacy skills in the languages they spoke and not TBL (NTBL) if they did not. A comparative analysis of TBL and NTBL as well as native and non-native English-speaking teachers was carried out. Twenty-three English language instructors with different linguistic profiles participated in the research. This qualitative study required participants to provide responses to both open-ended and close-ended questions. The instrument designed for the study comprised tasks that aimed to assess competence in a variety of linguistics skills including Phonology, Syntax, Morphology, Grammar, and Parts of Speech. Teachers' pedagogical skills were additionally assessed through simulated classroom tasks. The findings echoed previous research findings in that TBL teachers displayed more elevated metalinguistic and register awareness than NTBL teachers. The study further confirmed that NNES teachers appeared to possess more elevated metalinguistic and register awareness than did their NES counterparts. Teachers with subject-relevant qualifications displayed substantially more elevated metalinguistic and register awareness than those with no or limited subject-relevant qualifications, which suggests that subject-specific training seemed to play a greater role in contributing to metalinguistic and register awareness than whether the teachers were TBL or whether they were NES or NNES. 2022-08-22T18:31:07Z 2022-08-22T18:31:07Z 2022 2022-08-22T12:03:36Z Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/36716 eng application/pdf School of Education Faculty of Humanities |
| spellingShingle | education Rakab, Mehmet Bülent The relevance of teachers' non-English oral proficiency to their metalinguistic and register awareness of English |
| thesis_degree_str | Doctoral |
| title | The relevance of teachers' non-English oral proficiency to their metalinguistic and register awareness of English |
| title_full | The relevance of teachers' non-English oral proficiency to their metalinguistic and register awareness of English |
| title_fullStr | The relevance of teachers' non-English oral proficiency to their metalinguistic and register awareness of English |
| title_full_unstemmed | The relevance of teachers' non-English oral proficiency to their metalinguistic and register awareness of English |
| title_short | The relevance of teachers' non-English oral proficiency to their metalinguistic and register awareness of English |
| title_sort | relevance of teachers non english oral proficiency to their metalinguistic and register awareness of english |
| topic | education |
| url | http://hdl.handle.net/11427/36716 |
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