Grammatical Knowledge among Bilingual and Monolingual EFL Teachers

The main concern of the present study was to compare Iranian monolingual and bilingual English language teacher's grammar knowledge, to see whether there was a significant difference between monolingual and bilingual English teachers on grammatical knowledge. Accordingly, a group containing 120 male and female EFL teachers were selected. To achieve this end, demographic questionnaire to homogenized participants of this study were 61 Azeri-Persian bilingual EFL teachers and 59 Persian monolingual EFL teachers and PET test grammatical knowledge to gather data from samples, were employed. Statistical analyses including descriptive statistics were used. For estimating the reliability of the test, Cronbach 's Alpha was used. After analyzing the data gathered from instruments, the results revealed that the bilingual and monolingual participant's scores in grammar test have no significant differences. In other words, dealing with the mean score of teachers 'marks showed that there was no significant relationship between bilingualism of teachers and their grammatical knowledge.

Autorentext

Soy una profesora experta en Irán y he estado enseñando a niños en escuelas primarias durante más de dos años, y también tengo cuatro años de experiencia en la educación y el cuidado de niños de 6 meses a 10 años en jardines de infancia. Proporciono a los alumnos actividades y aventuras de aprendizaje apropiadas, diseñadas para desarrollar su potencial.