Abstract

Since the recognition of the distinction between native and non-native language teachers in English Language Teaching (ELT), research has focused on understanding the strengths and weaknesses of both types of instructors. However, limited attention has been given to students' perceptions of native teachers (NSTs) and non-native foreign language teachers (NNSTs) beyond English instruction. This thesis delves into college students' perceptions of native and non-native Chinese and Spanish language instructors in language education, extending beyond the native/non-native English teacher debate. Drawing from existing literature on language teaching, this study contextualizes preferences and biases to provide an understanding of student perceptions. Employing a mixed-methods approach, this research integrates quantitative surveys and qualitative interviews to capture multifaceted perspectives of students enrolled in introductory and advanced language courses. A total of 132 questionnaires were collected from college students, comprising 65 Spanish language students (49.24%) and 67 Chinese language students (50.76%). Additionally, twenty students were randomly selected to participate in interviews. The findings of this study indicate that Chinese language students significantly preferred native instructors, particularly in advanced courses. Conversely, Spanish participants demonstrated a more balanced perspective towards both native and non-native Spanish language instructors. This paper contributes to a deeper understanding of students' perceptions and preferences across diverse linguistic contexts, shedding light on the dynamics shaping language education practices.

Degree

College and Department

Humanities; Center for Language Studies

Rights

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