Chapter 15. Collaboration between NESTs and NNESTs

Oliveira, Luciana C. de; Clark‐Gareca, Beth; Agudo, Juan de Dios Martínez

doi:10.1515/9781501504143-016

Cited by 8 publications

(4 citation statements)

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“…Research has also established that nests and nnests have their own peculiar strengths in different contexts and have the potential to teach the language effectively (Lasagabaster & Sierra, 2005;Pacek, 2005). Recognizing the experience of nnests and the important contributions they make in the elt field, recent research has focused more on empowering nnests in the classroom and in the elt profession in general (Mahboob, 2010) and the collaboration among nests and nnests (Oliveira & Clark-Gareca, 2017).…”

Section: The Ns/nns Division and Nests And Nnests In Eltmentioning

confidence: 99%

Employment of English Language Teachers in an EFL Context: Perspectives From School Administrators

Tatar

2019

Profile: Issues Teach. Prof. Dev.

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This paper presents a study on the employment criteria used by school administrators and their views on the strengths and weaknesses of local teachers and expatriate teachers. This study aimed to provide a perspective on the issue from an English as a foreign language context. Questionnaires collected from administrators of 94 private primary and high schools in Istanbul were analyzed. Although being a native speaker of English ranked seventh out of the eight criteria, the presence of expatriate teachers in a school was considered important. In addition, participants from schools that employed both expatriate and local teachers attributed more importance to the native-speakerness criterion. Finally, administrators found local teachers more knowledgeable in teaching methods, whereas expatriate teachers were perceived as better in language use.

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Section: The Ns/nns Division and Nests And Nnests In Eltmentioning

confidence: 99%

Employment of English Language Teachers in an EFL Context: Perspectives From School Administrators

Tatar

2019

Profile: Issues Teach. Prof. Dev.

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“…Those opportunities could be informal meetings or a shared working space where teachers are able to socialize among themselves. It will be also beneficial to encourage collaborations between NNES teachers and NES teachers (de Oliveira & Clark-Gareca, 2017; To understand the context of my work, it is important to understand the institution where I am employed. The University of Toledo is a public university located in the U.S. Midwest.…”

Section: Discussionmentioning

confidence: 99%

“…The NS fallacy often causes a sense of professional inadequacy for NNES teachers to become confident instructors (Llurda, 2005), but Lia D. Kamhi-Stein (2013) argued that NNESs could achieve positive professional identity with legitimacy by being empowered to recognize and contest ideological discourses that discriminate and marginalize them implicitly or explicitly. Furthermore, researchers and teacher educators have proposed collaborations between NES and NNES teachers to build a positive and productive learning community for both (e.g., de Oliveira & Clark-Gareca, 2017;. The collaborative model can also be applied to NNES teachers among themselves, where NNES teachers are given voice about their stories and are empowered by interactions with peers.…”

Section: A Dynamic View Of Teacher Identity and Nnes Teachers' Agencymentioning

confidence: 99%

Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses

Hebbard

2024

Nonnative English-Speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Difference

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The International Exchanges on the Study of Writing Series publishes books that address worldwide perspectives on writing, writers, teaching with writing, and scholarly writing practices, specifically those that draw on scholarship across national and disciplinary borders to challenge parochial understandings of all of the above. The Latin America Section of the International Exchanges on the Study of Writing book series publishes peer-reviewed books about writing, writers, teaching with writing, and scholarly writing practices from Latin American perspectives. It also offers re-editions of recognized peer-reviewed books originally published in the region.The WAC Clearinghouse and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the series editors are committed to the principle that knowledge should freely circulate and have embraced the use of technology to support open access to scholarly work.

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“…Scholars using these theoretical lenses problematized the values, beliefs, and practices that normalize “automatic extrapolation from competent speaker to a competent teacher based on linguistic grounds alone” (Seidlhofer, 1999, p. 236). Furthermore, they employed these theoretical lenses to highlight the relative advantages and contributions of both NESTs and NNESTs (e.g., Árva & Medgyes, 2000; Moussu, 2018a, 2018b), to call for collaboration and collaborative practices in ELT (e.g., de Oliveira & Clark-Gareca, 2017; Oda, 2018), and to problematize recruitment practices (e.g., Jenks, 2017; Ma, 2012a; Ruecker & Ives, 2015).…”

Section: Established Domains Of Inquirymentioning

confidence: 99%

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Selvi,

Yazan,

Mahboob

2023

Lang. Teach.

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Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in)equity, privilege, marginalization, and discrimination in ELT.

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Chapter 15. Collaboration between NESTs and NNESTs

Cited by 8 publications

References 0 publications

Employment of English Language Teachers in an EFL Context: Perspectives From School Administrators

Employment of English Language Teachers in an EFL Context: Perspectives From School Administrators

Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

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