ALWAYS LOOK ON THE BRIGHT SIDE !

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ALWAYS LOOK ON THE BRIGHT SIDE !

• BEING A NONNATIVE
• Péter Medgyes

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Native English-Speaking Teachers ?NESTs
Nonnative English-Speaking Teachers ?
Non-NESTs
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Aims

• compare NESTs and non-NESTs
• pinpoint differences
• focus on non-NESTs
• touch upon our disadvantages
• dwell longer on our advantages

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Hypotheses Set 1

• NESTs non-NESTs differ in terms of their
  language proficiency.

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Hypotheses Set 1

• NESTs non-NESTs differ in terms of their
  language proficiency.
• NESTs non-NESTs differ in terms of their
  teaching behaviour.

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Hypotheses Set 1

• NESTs non-NESTs differ in terms of their
  language proficiency.
• NESTs non-NESTs differ in terms of their
  teaching behaviour.
• The discrepancy in language proficiency accounts
  for most of the differences found in their
  teaching behaviour.

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Hypotheses Set 1

• NESTs non-NESTs differ in terms of their
  language proficiency.
• NESTs non-NESTs differ in terms of their
  teaching behaviour.
• The discrepancy in language proficiency accounts
  for most of the differences found in their
  teaching behaviour.
• NESTs non-NESTs can be equally good teachers
  on their own terms.

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Who would you employ?

• Only a NEST.
• Preferably a NEST.
• Makes no difference.
• Cant tell.

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Hypotheses Set 2

• Non-NESTs can
• provide a better learner model.

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Hypotheses Set 2

• Non-NESTs can
• provide a better learner model.
• teach learning strategies more effectively.

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Hypotheses Set 2

• Non-NESTs can
• provide a better learner model.
• teach learning strategies more effectively.
• supply more information about English.

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Enough

• My car is big enough.
• There are more than enough cars on the roads of
  Budapest.
• My volkswagen isnt a big enough car for our
  family.
• There are more than enough big cars on the roads
  of Budapest.
• This should be explanation enough why the mayor
  of Budapest considers introducing a toll in the
  city centre.

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Hypotheses Set 2

• Non-NESTs can
• provide a better learner model.
• teach learning strategies more effectively.
• supply more information about English.
• anticipate prevent language difficulties more
  effectively.

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Hypotheses Set 2

• Non-NESTs can
• provide a better learner model.
• teach learning strategies more effectively.
• supply more information about English.
• anticipate prevent language difficulties more
  effectively.
• show more empathy to students needs problems.

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Hypotheses Set 2

• Non-NESTs can
• provide a better learner model.
• teach learning strategies more effectively.
• supply more information about English.
• anticipate prevent language difficulties more
  effectively.
• show more empathy to students needs problems.
• benefit from the students mother tongue.

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Critique

• Linguists

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Critique

• Linguists
• P. C. activists

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Critique

• Linguists
• P. C. activists
• Teacher educators

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Critique

• Linguists
• P. C. activists
• Teacher educators
• Advocacy groups

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On the credit side

• Publications
• Non-NEST researchers
• Confidence boost

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What would you tell your new non-NEST to do?

• Pretend to be a native speaker of English.
• Reveal your nonnative identity.
• Do as you please.

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When NESTs reigned supreme

• Inferiority complex

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When NESTs reigned supreme

• Inferiority complex
• The Centre ? The Periphery

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When NESTs reigned supreme

• Inferiority complex
• The Centre ? The Periphery
• BANA ? TESEP

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Hurray!

• 97 percent of the ELT profession consists of
  non-NESTs.

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Conclusion
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Action plan

• Teacher supply
• English as a lingua franca (ELF)
• Young learners
• Content language integrated learning (CLIL)
• Information communication technology (ICT)
• In-school out-of-school
• Language improvement for non-NESTs
• NEST job applicants
• Collaboration between NESTs non-NESTs

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References

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