nnest
nnest interest section. (2014a). goals of the nnest interest section. retrieved from
nnest interest section. (2014). about this community. nnest newsletter. retrieved from urltoken
, the nnest interest section (nnest is) is the institutionalized home base and the intellectual space of the nnest movement. the establishment and activities of the nnest is spearheaded the formation of other nnest - related entities within local tesol affiliates including the
urltoken nnest of the month blog. interviews with nnests and others who are interested in nnest issues .
find nonnative and native speakers of english who share interests in nnest, teaching english, and world englishes issues on the nnest blog .
and consider submitting your next article to the nnest newsletter for consideration. for any queries and / or your submissions, please contact nnest is newsletter editors
for more details, please visit the newsletter section of the nnest is website .
for more details, please visit the newsletter section of the nnest - is website .
toah - nnest prides itself on being available for media comment or discussion. please contact our
the nnest newsletter is the official newsletter of the nonnative english speakers in tesol interest section (nnest is). the purpose of the nnest newsletter is three - fold: to inform, to inspire, and to invite. first, the newsletter informs nnest - is members about issues, developments, and activities that are related to the professional status of nonnative english speakers in tesol and related professions. second, the newsletter inspires current and prospective nnest - is members by providing stories of successes and struggles of nnest professionals as well as of students, colleagues, and administrators who may be native or nonnative speakers of english. third, the newsletter invites nnest - is members to share information, insights, and experiences related to nnest issues .
ana wu: the nnest caucus became an interest section in 2008 and you were its first chair. what would you like to see the leaders and members of the nnest is do or initiate ?
do you have some thoughts on the status of nonnative english speakers in tesol (nnest)? have you done some preliminary studies on any nnest - related issues? do you have personal stories to share that are related to nnest issues? do you have some helpful tips for other nonnative english speakers in tesol? if you do, please consider submitting an article to the nnest newsletter for consideration .
for more details, please visit the newsletter section of the nnest is website, available at urltoken .
you raised many important issues regarding empowering the nonnative professionals. you also said that we from this generation are very
lucky
to hear phrases like
nnest studies
or
nnest literature
(
here’s a rather short list of other blogs dedicated to the topic of nnests and equal hiring rights. if you know any others, please let me know. nnest interest section blog – official website of the tesol nnest interest section nnest of the month blog – get to know other nnests and their blogs who [ … ]
nnest readers often ask about how to respond to discriminatory job advertisements. please find a list of resources and template responses on how to respond to such postings on the nnest - is website, in the right column .
thank you very much for joining us on the nnest blog, nathanael. to start, could you tell us a bit about your educational and professional background, and how you got interested in language learning and nnest issues ?
the nnest caucus, now nnest is, has undoubtedly been a powerful source of empowerment for nnests since its creation in 1998. i would like to see online communities of practice where teachers can come together and learn from each other .
find nonnative and native speakers of english who share interests in nnest, teaching english, and world englishes issues: urltoken .
this special edition of the nnest newsletter draws from a colloquium organized by the nnest of the month blog team during tesol 2014—in portland, oregon, usa—to celebrate the blog' s 100th interview. this issue builds on the colloquium and extends our understanding of the nnest movement and its state as a field of inquiry, reflecting on nnest issues and triumphs in various contexts and geographical areas and exploring what challenges might affect the next generation. this issue also celebrates the 10th anniversary of the blog .
this is the official website of the nnest interest section. it contains copies of the nnest newsletter, from the inception of the caucus to present along with official documents pertaining to the interest section. the website is linked to the nnest of the month blog, which contains thought - provoking interviews of nes and nnes professionals in the fields of tesol / applied linguistics .
do you have some thoughts on the status of nonnative english speakers in tesol (nnests)? have you done some preliminary studies on any nnest - related issues? do you have personal stories to share that are related to nnest issues? do you have some helpful tips for other nnests? if you do, please consider submitting an article to the nnest newsletter for consideration .
ana wu: you have done research on language learning, teaching education, using technology, and nnest issues, particularly on the importance of mentoring and collaboration. in a nnest - nest collaborative model, what can both parties gain from this peer collaboration ?
4. you have volunteered to join our nnest blog interviewer team. what sparked your interest in wanting to work with us ?
the primary audience of the nnest newsletter is the members of the nnest - is. the is members are native and nonnative speakers of english from various geographic and institutional contexts. they are teachers, researchers, and administrators as well as graduate students at various stages of professional development. all of them are interested in and concerned about issues surrounding the professional status of nonnative english speakers in tesol. the audience also includes potential members of the nnest - is who wish to gain insights into the nnest - is and its activities .
do you have some thoughts on the status of nonnative english speakers in tesol (nnests)? have you done some preliminary studies on any nnest - related issues? do you have personal stories to share that are related to nnest issues? do you have some helpful tips for other nonnative english speakers in tesol? if you do, please consider submitting an article to the nnest newsletter for consideration .
edited by ahmar mahboob, the nnest lens invites you to imagine how the field of tesol and applied linguistics can develop if we use the multilingual, multicultural, and multinational perspectives of a nnest lens to re - examine our assumptions, practices, and theories in the field .
it is a time of anniversaries. globally, we celebrate the 100th nnest of the month interview; here in washington, dc, we celebrated the 10th anniversary of the watesol (washington area tesol) nnest caucus in october; and personally, at the tesol convention in toronto, ontario, canada, i celebrated my 10th anniversary of coming out of the closet to publically declare that i am an “nnest wannabe. ”
* i advocate that the ultimate purpose of using the terms nnest and nest is “to put our finger on the problem” (selvi, 2014, p. 596). therefore, although i acknowledge that the binary terms nnest and nest do embody a negative connotation of nonnative - english - speaking teachers, i decided to use these terms in this article in an attempt to foster active discussions surrounding issues of the nnest / nest dichotomy .
2. much of your recent work has approached the nnest experience from the lens of glocal interaction — that global trends affect and are affected by local practices and interactions. how did you get interested in the glocal lens and what are some of its applications to elt and the nnest movement ?
the nnest voice is an incredibly powerful source of quality exposure for learners in low - resource environments. how can we encourage nnests to value it ?
1. thank you for joining us on nnest - of - the - month blog. could you briefly tell us about your personal and professional background ?
kim (2014) also noticed the growing number of participants from all over the world in the nnest - is since her first involvement in 2004. instead of just having nonnative english speakers, more native english speakers participate in the nnest - is, and more of both types of speakers collaborated to conduct research studies. the above stories have proven that there are many nnests who are working hard to enhance the awareness of nnest issues in their home countries. we highly appreciate all of your hard work. with more people’s involvement in the nnest movement, i believe we will eventually have the power to turn negatives into positives .
are you looking for interesting resources for nonnative - english - speaking teachers? if so, you should visit the resources section of our nnest - is website .
urltoken this is an interesting discussion group. it' s the website of an online course / discussion group on nnest issues sponsored by the nonnative english speakers in tesol interest section. download articles and listen to recordings of online discussions about nnest issues. the active discussion is already finished, but you can still see the materials .
mahboob, a. (ed .). (2010) the nnest lens. non native english speakers in tesol. newcastle upon tyne: cambridge scholars publishing .
i came to the realization that in tesol language is connected to race and social status. that awareness empowered me and made reflect about my identity as an nnest .
aneja (2016) and ellis (2016) present convincing arguments of how tesol practitioners are often not accurately represented by the classifications of nest and nnest. both pieces of research are valuable contributions to the literature on english language teacher identity. however, their calls to throw out the term nnest seem premature when considering the movement’s current standing .
nnest is aims to build a non - discriminatory professional environment for all tesol members regardless of native language, race, ethnicity, gender, religion and place of birth .
take a look at the nnest blog which offers a platform for more dynamic interaction and conversation on many issues related to native and non - native english speakers in tesol .
are you looking for interesting resources for nonnative - english - speaking teachers? if so, you should visit the resources section of our nnest is web site: urltoken .
mahboob, a. (2010). the nnest lens: non native english speaker in tesol. new castle, upon tyne, united kingdom: cambridge scholars publishing .
first, the nnest and ibptf chairs ought to put their heads together and develop strategies aimed at constructive cooperation. during my tenure as chair of the ibpft, i attempted to reach out to the nnest caucus through the then chair lucie moussu. i suggested that the two caucuses present a joint colloquium; lucie did put out the request but, unfortunately, no one within the nnest responded. one reason beyond sheer anxiety of giving a presentation might have been the assumption on the part of nnest caucus members that they have little or nothing in common with members of the ibpft. i think leaders of both caucuses should do more to raise awareness among their members that the concerns of the nnest are not vastly different from those of the ibpft and vice versa, and that the two groups have more in common than may be apparent at face value .
the nnest movement has a strong narrative tradition. from seminal texts by george braine in the late 1990s to the work of ahmar mahboob, lia kamhi - stein, and most recently icy lee and paul sze, advocates of the movement have provided nnests with spaces to voice crucial issues and challenges affecting their professional lives and that of their students. an important narrative space that has also explored nnests and nnest ally narratives is the nnest of the month blog, a virtual collection of interviews for which i have collaborated as interviewer from 2010 - 2015. in this article, i present an exploratory qualitative analysis of the interviews that i conducted. even though the interviews were not originally intended as research tools, the interviewees’ narratives on various areas of inquiry are powerful counter - stories that can expand our comprehension of what it means to be a nnest or nnest ally .
the blog was created in may of 2005, initially as the nnest caucus member of the month. the first interview, in august of that same year, featured professor enric llurda. the interview was conducted by amir soheili - mehr, who continued to conduct and post interviews until 2006. later that year, past nnest - is chair ana wu took on the role of conducting, editing, and posting the interviews. ana wu singlehandedly transformed the nnest of the month blog into an internationally well - known online space, reaching many members of the nnest and tesol communities. over the years, the blog has also continued with the sustained leadership and support of george braine and brock brady .
looking at my past experiences is like looking at myself in the mirror, which furthers my understanding of being an nnest. my specific reflections and critical analysis are as follows :
mahboob, a. (ed .). (2010). the nnest lens: nonnative english speakers in tesol. newcastle upon tyne, england: cambridge scholars press .
the above studies prove that despite the nnest movement’s efforts, few gains have been made in terms of equal employment. given that such blatant discrimination still exists, the nnest movement still needs to remain unified in the fight. part of this unification may mean using a consistent term—nnest—to discuss the marginalized group as a whole, despite the term’s inconsistency to classify individuals within the group, as aneja (2016) points out. however, rather than call for the discontinuance of the nnest term, it may be better for the movement to call for an expansion of the term. aneja’s (2016) research identifies two practitioners who consider themselves nests but are seen by others as nnests and, therefore, less valuable to the field. further research should focus on the identities of professionals such as those profiled in aneja’s (2016) work and call for the inclusion of them in the nnest advocacy movement .
however, the more i pondered the topic, the more i realised that there is indeed a nnest perspective on td (see mahboob, 2010 for nnest lens). while nnests have and still continue to make significant contributions to our profession, they have for decades been treated as second - class citizens. and despite the growing nnest movement and support for it, there seems to remain a certain reluctance to embrace the idea of equality between nests and nnests (holliday, 2005); a certain complicity of silence, if you will .
the nnest of the month interviews are a prime example for this last type of engagement. i can hardly wait to see where we will be when the 200th interview is published .
the contributors to the nnest of the month blog, from internationally renowned scholars to current or recent graduate students, provide valuable insights on a variety of issues related to nnest experiences and the nnest movement, and suggest a range of possible practices and initiatives that can help each of us, as researchers and practitioners, contribute toward a more egalitarian field of tesol. being part of such a professional and academic community for the past year has been enormously fulfilling, and i look forward to being able to continue to contribute this year and beyond .
terry doyle taught english at city college of san francisco for 35 years before his retirement in 2013. he now lives in eugene, oregon where he continues to be active as a member of the nnest of the month blog team and as a presenter at tesol and other conferences. his professional interests are issues related to nnest and elf and also ma tesol student education .
selvi, a. f. (2014). myths and misconceptions about nonnative english speakers in the tesol (nnest) movement. tesol journal, 5 (3), 573–611 .
3. your publication “conceptualizing and confronting inequity: approaches within and new directions for the ‘nnest movement’” with ali fuad selvi and bedrettin yazan explores postmodern and poststructuralist approaches to identity. this complicates the dichotomies that previously framed the nnest movement and much of elt. how do you think these dichotomies arose and how do you think the field will change as they become increasingly problematized ?
my life as an nnest (nonnative - english - speaking teacher) has been full of confusion, frustration, accomplishment, self - questioning, and the nonstop pursuit of perfection and recognition .
in sum, i think that tesol, inc. and the nnest is should join efforts and keep working to increase opportunities for professional development, visibility, recognition, and credibility of nnests .
as for ellis’s (2016) call to retire the nest / nnest terms and focus on nests and nnests being plurilingual, the call seems largely irrelevant in terms of the nnest movement, and perhaps even counterproductive. the movement has never been about the qualified nest who already enjoys unquestionable access to language teaching jobs around the world. rather, the movement is about the disregarding of nnest qualifications in favor of an unqualified or less qualified nest. while ellis (2016) is right in advocating for the recognition of plurilingual multicompetencies, and research in teacher identity should be continued, such research should be kept separate from the nnest movement as the movement may be better served by first recognizing that country of origin should not be seen as a negative quality in english language teaching .
tesol nnest interest section has a brand - new website. special thanks go to lucie moussu, who graciously hosts the website, and to ali fuad selvi, who wonderfully designed it. here is the link which you can bookmark: urltoken. also, we would like to thank aya and paul matsuda for their support to host and maintain the previous nnest is website through asu services .
while acknowledging that nnest identity and practice, and how nnests are perceived is an area of research, we need to focus more on what we apply the nnest lens to in our discipline than the source of the lens—we need to emphasize how that lens gives us new ways of looking at our discipline that we would not have found otherwise—and the value these insights can bring to better teaching practice .
i was an esl teacher at city college of san francisco for 34 years. now i live near the campus of the university of oregon in eugene where i read a lot, am working a book on eil issues for specifically for new ma tesol students, and work on the nnest of the month blog and other activities related to nnest and eil issues, and enjoy exercising and taking walks .
4. what terms can we use instead of native and non - native, or nest and nnest? if you claim that it’s irrelevant, then there shouldn’t even be a term to separate them .
you were awarded the mary finocchiaro award for excellence in the development of pedagogical materials by tesol international owing to your expertise and creativity in designing pedagogical materials. you were also the recipient of the 2014 humanities teaching excellence award and the 2017 tesol award for an outstanding paper on nnest issues. could you highlight the main thrust of your research paper on nnest issues to our valued readers from tesol community and beyond ?
first, my identity is defined by my profession. with time going by, being an nnest has become not only my occupational identity, but my life identity as it penetrates into my life here and there by influencing my thinking ways and lifestyle, which sometimes may not be consciously realized or chosen by me but has already been imposed on me by other people who look at me through the nnest lens .
the contributions in this special issue examine the evolution of the nnest movement by reflecting on the scholarship, instructional practices, and life experiences of both guests and interviewers of the nnest of the month blog. the issue looks at issues of power, intersectionality, and language in different countries in latin america, north america, africa, europe, and asia. the introduction to the issue will provide a brief overview of the historical and sociocultural context of the creation of the nnest of the month blog. integrating their own knowledge and experiences with that of blog guests, blog interviewers will describe and interrogate theory and practice within the nnest movement. the articles in this issue rely predominantly on the information contained in selected interviews (from a pool of more than 100 interviews) conducted with scholars, teachers, and students from various racial, linguistic, and sociocultural backgrounds published in the nnest of the month blog over a period of 10 years. we close the issue with a reflection on the challenges and possible directions for upcoming generations .
the nnest of the month blog is a collaborative virtual collection of interviews with educators and scholars—both nnests and nests—interested in issues of language and power. the interviews are publicly available at the nnest of the month blog website and highlight the work of practitioners and researchers all across the globe whose teaching and research interrogates linguistically exclusionary practices. since it was first launched in 2005, the blog interviewers have conducted more than 100 interviews .
i firmly believe that my current scholarly work is the sum of all that i have known (and met) through nnest - of - the - month blog and tesol international. this nnest blog community has helped me learn and disseminate the eil concept and its pedagogy and establish professional networks with eil - oriented scholars around the world. this has led me to get more actively involved in tesol international by serving as a proposal reviewer on world englishes and nnest research strand as well as an award reviewer on albert h. marckwardt travel grants and the ruth crymes tesol fellowship for graduate study at the tesol international convention and english language expo .
geeta aneja is a 5th - year doctoral candidate in educational linguistics at the university of pennsylvania. her research includes poststructuralist perspectives on nnest issues and teacher identity, and applications of translingual writing in language teacher education .
throughout the history of english language teaching, it was long maintained that english was best taught only in english and only by a native english speaker. as a result, a large population of teachers who were nonnative speakers but earned high proficiency in english were seen as second - rate and marginalized, receiving lower benefits if even able to secure a job at all. to fight this discriminatory tradition, the nnest caucus was created during the 1996 tesol convention, thus beginning the nnest movement for equality in english language teaching. the nnest caucus gave teachers who had been long marginalized a voice. with this voice, the caucus established four goals :
to build on the previous question – in the nnest electronic village online session, one question was how we as scholars and advocates can affect change in the private sector. what thoughts do you have on this question ?
all in all, silvana richardson’s 2016 plenary turned out to be extremely inspirational, interesting, and crucial for my career, and i hope this brief report can spark similar interest in nnest issues in those reading it .
the nnest newsletter contributes significantly to tesol by addressing issues that affect a significant portion of tesol members: nonnative english speakers. to native english speakers in tesol, the newsletter offers resources for understanding and addressing nnest issues in ethical, effective, and informed ways. in order to enhance its appeal to native - english - speaking (nes) members and to facilitate mutual understanding between native english speakers and nonnative english speakers, the newsletter seeks to increase submissions from native english speakers in the profession. it also seeks to further raise the awareness of the issue of diversity by encouraging submissions that address how nnest issues interact with issues faced by other interest sections .
welcome to
a conversation with a { multilingual }
blog! find professionals who share interests in nnest, accent, and world englishes issues. our guests are dedicated just like you: graduate students, novice instructors or experienced teachers with sound reputation in teaching esl / efl or applied linguistics. the current
nnest of the month
blog is here: urltoken for a list of resources, visit urltoken thank you for your involvement !
the nonnative english speakers in tesol (abbreviated as ‘nnest’ and pronounced as / ɛnˈnɛst / or en - nest) interest section serves as a focus for the interaction of members who share a common interest in a wide variety of issues concerning native and non - native english - speaking professionals in tesol. it creates a venue for identifying and addressing nnest - related issues and faciliating communication and networking both among is members and those of tesol at large .
we are excited to present our february 2017 issue with a variety of feature articles and brief reports. we also added a poll question for your consideration: “what are your thoughts about the current status and usefulness of nest and nnest as labels for teachers’ linguistic identities? ” this question is not new, and has often been debated in the nnest circles, but we wanted to see what the larger community across the world thinks about this issue .
despite their many challenges, nnests are beginning to see themselves and to be viewed by others as equal partners in the elt profession, both in the institutions where they teach and within the professional organizations that represent them. in 1998, tesol, an international professional association that represents teachers of english to speakers of other languages, approved the formation of the nnest caucus. (in this context, nnest stands for nonnative english speakers in tesol .) this recognition has given nonnative teachers more visibility in the profession and has helped create a professional environment for all tesol members, regardless of native language and place of birth (nnest caucus web site, n. d .) .
ana wu: as of july 2008, the nnest caucus became an interest group. how do you think this change will affect the caucus and its members? what would you suggest its members do or initiate after the transition ?
while most of my blog colleagues have become editors as a result of their expertise in nnest issues, my experience has been the opposite. i have developed my expertise in nnest issues by way of the blog and recommend it to anyone who wants to become familiarized with the field. through the life stories of the interviewees and the references provided in each interview, one can gain valuable insights into the issues and controversies regarding nnests in today’s academia and the elt industry .
thank you very much for joining us on the nnest - of - the - month blog. could you briefly tell us about your background and how you got interested in learning language and becoming an educator, especially a teacher of english ?
romney, m. (2010). the colour of english. in a. mahboob (ed .), the nnest lens: non native english speakers in tesol (pp. 18–34). newcastle, england: cambridge scholars .
the nnest of the month blog is a very stimulating and helpful blog which serves as an important platform particularly for all those esl / efl novice academic scholars and education practitioners across the world because it encapsulates what we are striving to do .
the feature articles in this issue cover a wide span of topics from various parts of the world. the first article, by natalia balyasnikova and roza kazakbaeva, explores language proficiency as a gatekeeper for kyrgyz and russian professionals in the united states. the second article, by keith graham, questions the usefulness of the nnest term and concludes that the term should be maintained for the advancement of the nnest mission of equality among all language teachers. the third article, by seullee talia lee, explores the needs of nnests and suggests implications for tesol programs to better support the professional advancement of nnests. the last article, by gökhan öztürk, questions the usefulness of nnest trainers in the turkish educational context and argues that the fallacy of nests as ideal esl teachers in the 80s and 90s has now expanded to nest trainers. finally, for our brief reports section, bárbara hernandes reflects on silvana richardson’s plenary and explores how the plenary inspired her work on nnest issues .
i think that the nnest of the month feature of the nnest - is blog epitomizes the ways in which we have achieved success: the blog features and honors members and nonmembers; we honor leaders in the field and we honor noteworthy newbies; the feature is explicitly about a person, and yet the professional orientation of the questions (thanks to the skill and commitment of our interviewers over the years) means that the features can at times provide citation in support of our research .
tesol nnest newsletter coeditors’, bedrettin yazan and nathanael rudolph, term has ended. with the approval of the nnest - is steering committee, burcu ates and baburhan uzum are starting their term as coeditors effective as of the 2016 tesol annual convention in baltimore, maryland, usa. bedrettin and nathanael will do their best to enable a smooth transition in leadership, in the interest of maintaining the newsletter as a tool to reach the members of the community and to provide the members with voice .
the tesol nnest caucus turned is (henceforth, nnest - is) has done amazing work since its inception in 1998. within our professional community at least, we have made great strides in weakening the native speaker fallacy (phillipson, 1992), we have created a robust, evergreen field of research, and we have established a community of like - minded professionals who are there to support each other whether they are just starting out in tesol or have been in the field for years .
i love the title, the nnest lens, because it urges me to run for the dictionary. is / are lens singular or plural? can you say one len, two lens, three lenses? after all, i am a ...
in terms of research, students in graduate programs have often found nnest research a pathway to first publications. the subjects / informants are there in their grad school classes and very willing to help, and in a field where perceptions and attitudes play a large role; studies that replicate previous research across different contexts are very welcome. but if you make nnest studies your primary research focus, will you be hired for tenure line positions? will your focus on “identity studies” be viewed as “too soft” by prestige - hungry administrators, looking to enhance the profile of their institutions? many might advise, “nnest research is a good way to get started, is a good way to expand the breadth of your publications, but don’t make it your primary field of research. ”
michael karas is a phd student at the university of western ontario. he has taught english in korea and china. his research interests include: nnest issues, silence and reticence in the english classroom and the lived experiences of foreign english teachers in efl contexts .
i was invited to join the nnest of the month blog (nmb) team just over a year ago, in february 2014. at the time, i was a third - year doctoral student and was relatively new to the subfield of nnest issues. since then, i have had the opportunity to work with a wonderful team of researchers, teachers, educators, and writers to increase awareness of nnest issues in tesol and related fields, gain invaluable insights into said issues, and share best practices and ideas for future initiatives at various policy levels. guided by these three foci, this article reflects on interviews that have been conducted since i joined the team and attempts to develop current themes and future directions for researchers and practitioners, as well as for the blog team itself .
s article, “confessions of an enraced tesol professional, ” (2006), he says that one of the presenters at 2005 tesol convention confined that she felt she didn’t belong in the nnest community. she was the only black professional and felt left out .
in the september 2016 tesol quarterly, two authors, aneja and ellis, call to rethink or eliminate the usage of the terms nest and nnest for defining teacher identity. aneja (2016) uses “narrative portraits” to show how terms such as nest and nnest do not always work to explain identity. in one such portrait, mark, an african american, shares how even as a teacher born in the united states, he has faced challenges being accepted as not only a native english speaker but also as an english teacher due to the dialect used in his community. aneja’s (2016) example shows that though mark may fit the textbook definition of nest, his reality is starkly different. another example is the portrait of neha, a woman raised in mumbai. as a person who learned english growing up in a natural way, she defined herself as a nest. however, when coming to the united states for graduate school, she realized that her accent made those around her classify her as an nnest. these two portraits call into question the definition of an nnest .
hao wang is a doctoral candidate in the curriculum & instruction department at the university of alabama. his research interests include language teacher and learner identity development, international teaching assistants, sociocultural / poststructural theory in second language acquisition, critical pedagogy, and nest / nnest issues .
their language. this negative professional self - image was compounded by my experience growing up in south korea, where the status of nests was greatly privileged. i witnessed that the legitimacy of an english teacher was often decided in the frame of the nnest / nest binary .
since exploring options for professional development of efl teachers is one of my areas of interest, i decided to submit the proposal on co - teaching and how it contributes to pd to the organizers of the iatefl conference in harrogate, uk. actually, i don’t think my presentation at the iatefl adds directly to the literature of nnest issues. but the outstanding presence of nnes teachers / researchers in equilibrium with nes teachers / researchers in their talks, workshops, and poster sessions on the global platforms of tesol international in the usa and iatefl in the uk is a good sign. it has inspired me to explore more research issues on nnest issues especially on nnest professional development opportunities and challenges and world englishes in glocal (global + local) contexts and to try to contribute significantly to the nepalese efl community at large .
selvi, a. f. (2010). all teachers are equal, but some teachers are more equal than others: trend analysis of job advertisements in english language teaching. watesol nnest caucus annual review, 1, 155–181. retrieved october 21, 2015 from: urltoken
mullock, b. (2010). does a good language teacher have to be a native speaker? in a. mahboob (ed .), the nnest lens: non native english speakers in tesol (pp. 87–113). newcastle upon tyne: cambridge scholars .
we hope that this collection of articles will help address some of the ongoing questions in the nnest literature and will initiate productive conversations at the tesol conference in march 2017 and beyond. we want to extend our gratitude to the contributors and reviewers involved in putting this issue together .
i also asked only the previous interviewees some additional questions. while four of the eight had never read an nnest of the month interview before, seven of the eight said that they have read interviews after being interviewed. five of the eight told their colleagues or students about their interview, and also five of the eight received some response or comment from somebody who had read their interview. one wrote that s / he put this interview on his / her cv. one wrote
my friend who is an assistant professor in the tesol field read my nnest of the month blog and we had some conversation .
finally, only one of these previous interviewees reported having trouble sometimes accessing the nnest of the month blog website. another person wrote ,
i have no idea where the website is... sorry about that .
keith m. graham is currently the professional development coordinator for a private bilingual school in new taipei city, taiwan. he holds a master’s of education in international literacy from sam houston state university. his interests include nest / nnest issues, educational technology, and efl teacher training .
in past years, the nnest blog team has interviewed several guests from asian countries. our asian guests include young mi kim, hyun jin cho, and soonhyang kim from south korea; xuan zheng, lawrence zhang, dilin liu, and liming deng from china; li - fen lin, wen - hsing luo, pei - chia liao, and aiden yeh from taiwan; icy lee from hong kong; nugrahenny zacharias from indonesia; linh phung from vietnam; and more. in these interviews, the guests shared their stories, which illustrated the strong presence of an nnest movement in asian countries including general circumstances from the past to the present, the challenges that they have faced, and strategies they have used to tackle challenges. below, we will look closely at the nnest movement in the asian context based on the insights from those focused asian interviews .
to begin, this year is a significant one as the results of the governance review task force (grtf) were presented, in which the role of interest sections was reviewed. interest sections, like the nnest - is, are a vital part of tesol as knowledge - based member communities that provide a forum for information exchange and facilitate connecting with other colleagues who have similar interests. a task force is being developed to make recommendations on how the interest sections and the board can work more closely. your participation is essential. the future existence and nature of the nnest - is is dependent on nnest - is members volunteering to serve on this task force. we have been working to recruit members so we have representation during this process of change. if you are interested in learning more about the details of the grtf report, it is posted on the tesol website at urltoken .
have you looked for an english teaching job recently? if you' re a native english speaker teacher (nest) then you' ll have seen an abundance of teaching opportunities out there. but for a non - native english speaker teacher (nnest), it' s a different story .
besides, in the working environment, the nnest role is regarded to be more practice - oriented than academic. for example, when i presented a research project to the university research office for funding, the person in charge doubted: “english is only a communicative tool; there is no academic research involved in english teaching. ” though my research project was approved finally, i became frustrated and confused about “who i am and what value my profession has. ” is an nnest only a practitioner in the education academia? is the only thing that i can do to receive such a role submissively ?
next, some prominent topics discussed at the convention this year were the readiness of nnest graduate students working as program administrators, the challenges and opportunities that come with collaborative teaching, particularly between nests and nnests, and best practices for institutions when hiring, promoting, and mentoring nonnative and native english speakers .
the nnest of the month blog posted its first interview in 2005, and since then there have been 109 more interviews (as of may, 2015). like most organic entities, our blog is continually evolving. some changes are inevitable and occur naturally. but we always welcome readers’ input, for our goal is to make our blog as interesting and useful to as many people in the nnest community as possible, and without input we can only guess what most of you, our readers, want. for my contribution to this special issue of the nnest newsletter, we thought it would be useful to survey readers of our blog. i also sent the survey, with some additional questions, to most of the interviewees i have interviewed in the past couple of years. i received 26 completed surveys through the surveymonkey website. eighteen responded to my announcement on the nnest - is listserv, and another eight were people whom i have interviewed. although this is certainly not a big response, i did find the responses interesting and informative. not all respondents finished all the questions, so not all the numbers below add up to 26. but most answered most of the questions, and some added interesting comments .
this is only a sample of things that the members in the new is can do. many of the members already engage in this work, and we should encourage our new members and other colleagues who may not be a part of the nnest is to all work with us for the benefit of all .
want to read more about the people who are interested in / writing / talking / discussing a wide variety of issues including nnest, world english, and english as an international language (eil)? then, our nnest of the month blog is the right place for you! our guests are people just like you: graduate students, novice instructors or experienced professionals with sound reputation in teaching esl / efl or applied linguistics field. did you know that our blog project is almost a decade a old and brought us more than 100 people? you can learn more about this exciting project in a newsletter article by terry doyle .
perhaps most significant of all, being a nnest might actually give you certain advantages as a teacher. for example, you can better anticipate students’ problems, serve as a successful learning model or understand how the learners feel. actually, in a recent post james taylor went as far as wishing he were a non–native speaker .
shu - chun tseng is currently a chinese teacher at warsaw community schools in warsaw, indiana, usa. she completed her doctorate in curriculum and instruction with a concentration in language education at indiana state university in 2011. her research interests include teacher identity, learner identity, nnest issues, teacher education, and professional development .
firstly, let me say that the title of this post is a lie. i don’t wish i was a non - native english speaker teacher (nnest). as someone from the uk who teaches english as a foreign language, the country of my birth is a huge advantage to me. as has been well documented
here’s a selection of external links to academic papers and blog posts which give you an overview of the current thinking about nnest and nest issues. the articles are publicly available on the internet, or the author has given permission to share them here. if you know any articles that could be added to the [ … ]
it’s clear from the responses to the survey that discrimination can be justified in a number of different ways. however, much of the justification provided seems to shy away from individual responsibility to the situation. market demand is a convenient excuse to prefer caucasian teachers as accusations of racism can then be firmly levelled at the customer in the same way that seeking nest has frequently drawn the comment “i’d love to hire nnest, but the students want natives”. despite the convenience though, it’s a cowardly and reckless response. as long as language schools continue to persist with nest / nnest labels, they perpetuate the idea that there is somehow a difference between the two and no amount of insistence of market demand can abdicate them from the responsibility of creating such demand. a demand, incidentally, that there is no academic evidence of. ability to do the job is a much more acceptable justification to prefer one group over another and would rarely be described as discrimination. however, there is, again, no evidence that a nest is any more capable of teaching idiomatic language or pronunciation than a nnest only that some individuals are better than others. there are nnest with tremendous language proficiency and phonological ability just as there are nest with pronunciation and grammar that few would identify as native and vice - versa .
ask _ may _ 2008. pdf the may 2008 newsletter of the seoul chapter of kotesol. there' s an interesting article starting on page 20 :
strengths as a nnest in teaching academic speaking
by kumi iwasaki and another on page 16 :
the influence of korean phonology on english pronunciation
by jonghee shadix .
the following year, i incorporated nnest issues into the syllabus of the seminar entitled psycholinguistics (see chacón, 2009a, “transforming the curriculum of nnests: introducing critical language awareness (cla) in a teacher education program ”) that i have been teaching since 2004, as a regular class for fifth - year prospective teachers. i have students read, discuss, and debate articles from the nnest caucus as well as from selected readings by scholars (amin, 1997; braine, 1999; lippi - green, 1997, among others). the course goal is to help them open up their awareness of the relationship between language, race, and power .
it is a well - known fact that there a far more countries where english is spoken as a foreign language than as a first language, which means that most speakers of english are nonnatives; among them, there are many are people of color. consequently, like no other tesol caucus, the nnest and the ibpft are uniquely positioned to raise awareness among employers, students, and parents about the value of nnest and esl professionals of color. i readily admit that at the time of this writing i have no clue how exactly one would go about in doing that; this is another reason why the leaders of the two caucuses should consult one another.
nnest ( / ɛnˈnɛst / en-nest ) or non-native english-speaking teachers is an acronym that refers to the growing body of english language teachers who speak english as a foreign or second language . the term was coined to highlight the dichotomy between native english-speaking teachers ( nest ) and non-native english-speaking teachers ( nnest ) . issues related to nnests attract the attention of language teachers , language specialists , teacher educators , and graduate students from all over the world . tesol ( teachers of english to the speakers of other languages ) organization has a nnest interest section . two local tesol affiliates in north america , watesol ( washington area tesol ) and catesol ( california tesol ) have nnest entities . 
nnest (/ ɛnˈnɛst / en-nest) or non-native english-speaking teachers is an acronym that refers to the growing body of english language teachers who speak english as a foreign or second language. the term was coined to highlight the dichotomy between native english-speaking teachers (nest) and non-native english-speaking teachers (nnest). issues related to nnests attract the attention of language teachers, language specialists, teacher educators, and graduate students from all over the world. tesol (teachers of english to the speakers of other languages) organization has a nnest interest section. two local tesol affiliates in north america, watesol (washington area tesol) and catesol (california tesol) have nnest entities.
nnest (/ ɛnˈnɛst / en-nest) or non-native english-speaking teachers is an acronym that refers to the growing body of english language teachers who speak english as a foreign or second language. the term was coined to highlight the dichotomy between native english-speaking teachers (nest) and non-native english-speaking teachers (nnest). issues related to nnests attract the attention of language teachers, language specialists, teacher educators, and graduate students from all over the world. tesol (teachers of english to the speakers of other languages) organization has a nnest interest section. two local tesol affiliates in north america, watesol (washington area tesol) and catesol (california tesol) have nnest entities.