Perceptions of non-native English-speaking teachers in STEAM education among Nepalese teachers
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The article presents the opinions of (n = 29) twenty-nine English-speaking teachers out (40) forty from Kathmandu, Nepal who are enrolled in a STEAM program 3 days’ workshop regarding the advantages and disadvantages of non-native English speakers (NNES) in STEAM instruction by using Qualitative Methodoloy. ESL teachers identified authenticity in non-native language, cultural familiarity, and novel methodological insights as the three main qualities of NNES teachers in their responses to an open-ended questionnaire and in-depth interviews. Although these characteristics made it easier for NNES teachers to teach in the classroom, ESL teachers believed that non-native speakers needed some more characteristics in order to become good English teachers in STEAM contexts for transformation. Due to their insensitivity to teachers' linguistic difficulties, inconsistency with teachers' learning methods, and lack of familiarity with the local educational and cultural systems, some teachers expressed dissatisfaction with the performance of their NNES teachers in the classroom. The study's findings indicate that while the majority of NNES teachers exhibit traits and abilities typical of an effective language instructor, NNES teachers still need to go beyond a few challenges in order to successfully teach ESL.