{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125863"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125863","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"From their own voices: Nonnative English speaker students' opportunities for practical teaching experience in an MA TESOL program","abstract":"This study centers on exploring NNS students' perceptions of their experience in an MA TESOL program. In particular, the study addresses the issue of perceived inequity between NS and NNS students in terms of their access to the practical part of the program, i.e., their opportunities to have guided practice teaching experience while studying in the program. Through the combined use of surveys and focus groups, the study captures NNS students' voices, which have rarely been heard before, as they talk about the problems they confronted as NNS TESOL students, render their opinions on the issue of NS-NNS dichotomy and discuss the nature of such problems. The findings unveil the complexity of issues--conceptual, contextual and political--surrounding NS-NNS dichotomy and NNS students' access to teaching in the MA TESOL program. Several suggestions are made to foster a supportive environment in which NNS students can develop and refine their strengths and potentials together with their NS peers as legitimate members of the program.","abstract_html":"This study centers on exploring NNS students' perceptions of their experience in an MA TESOL program. In particular, the study addresses the issue of perceived inequity between NS and NNS students in terms of their access to the practical part of the program, i.e., their opportunities to have guided practice teaching experience while studying in the program. Through the combined use of surveys and focus groups, the study captures NNS students' voices, which have rarely been heard before, as they talk about the problems they confronted as NNS TESOL students, render their opinions on the issue of NS-NNS dichotomy and discuss the nature of such problems. The findings unveil the complexity of issues--conceptual, contextual and political--surrounding NS-NNS dichotomy and NNS students' access to teaching in the MA TESOL program. Several suggestions are made to foster a supportive environment in which NNS students can develop and refine their strengths and potentials together with their NS peers as legitimate members of the program.","abstract_has_math":false,"creators":["Ahn, Jeehae"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["Noffke, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001","date_published":"2001","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language"],"languages":["eng"],"rights":["Copyright by Jeehae Ahn, 2001"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125863","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Noffke, Susan"]},{"key":"dc:creator","label":"Author","values":["Ahn, Jeehae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2001"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching English as Second Language"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright by Jeehae Ahn, 2001"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125863"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study centers on exploring NNS students' perceptions of their experience in an MA TESOL program. In particular, the study addresses the issue of perceived inequity between NS and NNS students in terms of their access to the practical part of the program, i.e., their opportunities to have guided practice teaching experience while studying in the program. Through the combined use of surveys and focus groups, the study captures NNS students' voices, which have rarely been heard before, as they talk about the problems they confronted as NNS TESOL students, render their opinions on the issue of NS-NNS dichotomy and discuss the nature of such problems. The findings unveil the complexity of issues--conceptual, contextual and political--surrounding NS-NNS dichotomy and NNS students' access to teaching in the MA TESOL program. Several suggestions are made to foster a supportive environment in which NNS students can develop and refine their strengths and potentials together with their NS peers as legitimate members of the program."]},{"key":"dc:title","label":"Title","values":["From their own voices: Nonnative English speaker students' opportunities for practical teaching experience in an MA TESOL program"]}]}],"canonical_facts":{"dc:contributor":["Noffke, Susan"],"dc:creator":["Ahn, Jeehae"],"dc:date":["2001"],"dc:description":["This study centers on exploring NNS students' perceptions of their experience in an MA TESOL program. In particular, the study addresses the issue of perceived inequity between NS and NNS students in terms of their access to the practical part of the program, i.e., their opportunities to have guided practice teaching experience while studying in the program. Through the combined use of surveys and focus groups, the study captures NNS students' voices, which have rarely been heard before, as they talk about the problems they confronted as NNS TESOL students, render their opinions on the issue of NS-NNS dichotomy and discuss the nature of such problems. The findings unveil the complexity of issues--conceptual, contextual and political--surrounding NS-NNS dichotomy and NNS students' access to teaching in the MA TESOL program. Several suggestions are made to foster a supportive environment in which NNS students can develop and refine their strengths and potentials together with their NS peers as legitimate members of the program."],"dc:identifier":["https://hdl.handle.net/2142/125863"],"dc:language":["eng"],"dc:rights":["Copyright by Jeehae Ahn, 2001"],"dc:subject":["Teaching English as Second Language"],"dc:title":["From their own voices: Nonnative English speaker students' opportunities for practical teaching experience in an MA TESOL program"],"dc:type":["Dissertation/Thesis","text"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}