Strengths and weaknesses of NESTs and NNESTs: Perceptions of NNESTs in Hong Kong

Student Teachers’ Cognition about L2 Pronunciation Instruction: A Case Study

“…Murphy posits that the strength of NNESTs is that they have gone through the process of learning the English sound system themselves and therefore have the ability to empathize with L2 learners' challenges of acquiring English pronunciation. Murphy's opinion resonates with recent work on NNEST issues suggesting that speaking English as an additional language does not entail a pedagogical disadvantage, but rather the opposite (e.g., Braine, 2010;Ma, 2012;Mahboob, 2010).…”

Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs

“…This kind of personalized identity demonstrates the teachers' comfort and confidence in being professionals, which may broaden discussion of the NES/NNES dichotomy. In many cases, teaching approaches and techniques used to contrast the pedagogical strengths of NESs and NNESs are generalized (Brutt-Griffler & Samimy, 1999;Ma, 2012;Moussu & Llurda, 2008). The psychological intent behind this ramification is clear.…”

“…For example, in their survey research on the self-perceptions of primary and secondary-level NES and NNES teachers, KamhiStein, Aagard, Ching, Paik, and Sasser (2004) found similar responses across these two teacher populations in terms of their relationships with colleagues, language skills, and teaching strengths. Other questionnaire studies found students' positive attitudes towards studying with NNESs (Cheung & Braine, 2007;Grubbs, Jantarach, & Kettern, 2010;Ma, 2012).…”

Native and Non‐Native Teachers of English

“…A consistent finding across time and in a diversity of settings is that NNESTs tend to have higher levels of language awareness, which they can use to their advantage in the classroom, whereas NESTs tend to feel more comfortable using the language spontaneously and making references to their home cultures (Medgyes, 1994;Ma, 2012). The outcome of such research has been the confirmation that each group contributes its own strengths to English-language teaching.…”