Books on NNEST issues
Edited by Ali Fuad Selvi, this encyclopedic work brings together key scholars who are interested in a wide variety of issues concerning marginalization, (in)equity, privilege and discrimination in ELT and professionals therein.
In this project, Bedrettin Yazan and Nathanael Rudolph generate an insightful volume that apprehends the discursive field of ELT as a site of local-global tension relating to who individuals “are,” and “can” and/or “should” be or become, in and beyond the classroom.
Edited by Ali Fuad Selvi and Nathanael Rudolph, this book offers conceptual and inquiry-based foundations that allow researchers, teacher educators, and teachers to address inequity in the field of English Language Teaching.
In this newly updated third edition, Don Snow and Maxi-Ann Campbell offer valuable tips and resources for teaching in an unfamiliar educational system, working with students of varying ages and skill levels, and adapting to life in a different culture.
Juan de Dios Martínez Agudo brings together scholars from various educational contexts with an intention to create a forum of reflection and discussion for all L2 educators.
In an edited volume commissioned and supported by the British Council, Fiona Copland, Sue Garton, and Steve Mann offer a collection of essays written by teachers and academics working and researching in contexts where Native English-Speaking Teachers (NESTs) are employed and work on a daily basis with Local English Teachers (LETs).
In this insightful piece, Anne Swan Pamela Aboshiha, and Adrian Holliday join forces and address the issue of native-speakerism through critical qualitative studies of the lived experiences of practising teachers and students in a range of scenarios.
In this insightful piece, Lía Kamhi-Stein examines the process of identity construction of classroom teachers so as to make connections between their personal and professional identities and their instructional practices.
Stephanie Ann Houghton and Damian J. Rivers underscore the relative status of native and non-native speaker language teachers within educational institutions around the world and showcase the discriminatory attitudes and practices against to teachers from all backgrounds.
In a single-authored volume on the topic since the inception of the movement, George Braine offers a celebration of its first decade and charts a direction for its growth and development.
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.
In this edited volume, Neriko Musha Doerr and her contributors utilize linguistic, anthropological and educational theories to offer analyses of language use and language policy, planning, teaching, as well as investigations of wider effects of language ideology on relations of dominance, and institutional and discursive practices.
Edited by Enric Llurda, this volume is particularly rich in providing different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves.
Edited by Lia Kamhi-Stein, this informative volume is divided into the sections focusing on theoretical underpinnings, research, teacher preparation, and classroom application specific to issues facing NNES professionals.
Edited by George Braine, this book provides a forum for language educators from diverse geographical origins and language backgrounds, and presents autobiographical narratives to discuss sociopolitical issues and their implications for teacher education.
In this book, Peter Medgyes examines the differences in teaching attitudes between teachers of English who are native speakers and those who are non-native speakers, and makes a realistic assessment of their respective problems, strengths and weaknesses.
NNEST Interest Section Newsletter aims to update IS members with important issues, trends, and news in the TESOL field and offers a venue for exchanging ideas, experiences, and teaching practices among ESOL professionals within the IS.
Please review our call for submission 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 Şeyma Toker and Cristina Sanchez-Martin at firstname.lastname@example.org.
Back IssuesNNEST Newsletter – Vol. 21, No. 1 (2019)
NNEST Newsletter – Vol. 20, No. 1 (2018)
NNEST Newsletter – Vol. 19, No. 2 (2017)
NNEST Newsletter – Vol. 19, No. 1 (2017)
NNEST Newsletter – Vol. 17, No. 2 (2015)
NNEST Newsletter – Vol. 17, No. 1 (2015)
NNEST Newsletter – Vol. 16, No. 2 (2014)
NNEST Newsletter – Vol. 16, No. 1 (2014)
NNEST Newsletter – Vol. 15, No. 1 (2013)
NNEST Newsletter – Vol. 14, No. 2 (2012)
NNEST Newsletter – Vol. 14, No. 1 (2012)
NNEST Newsletter – Vol. 12, No. 1 (2010)
NNEST Newsletter – Vol. 12, No. 1 (2010)
NNEST Newsletter – Vol. 11, No. 2 (2010)
NNEST Newsletter – Vol. 11, No. 1 (2009)
NNEST Newsletter – Vol. 10, No. 2 (2008)
NNEST Newsletter – Vol. 10, No. 1 (2008)
NNEST Newsletter – Vol. 9, No. 2 (2007)
NNEST Newsletter – Vol. 9, No. 1 (2007)
NNEST Newsletter – Vol. 8, No. 2 (2006)
NNEST Newsletter – Vol. 8, No. 1 (2006)
NNEST Newsletter – Vol. 7, No. 2 (2005)
NNEST Newsletter – Vol. 7, No. 1 (2005)
NNEST Newsletter – Vol. 6, No. 2 (2004)
NNEST Newsletter – Vol. 6, No. 1 (2004)
NNEST Newsletter – Vol. 5, No. 2 (2003)
NNEST Newsletter – Vol. 5, No. 1 (2003)
NNEST Newsletter – Vol. 4, No. 2 (2002)
NNEST Newsletter – Vol. 4, No. 1 (2002)
NNEST Newsletter – Vol. 3, No. 2 (2001)
NNEST Newsletter – Vol. 3, No. 1 (2001)
NNEST Newsletter – Vol. 2, No. 2 (2000)
NNEST Newsletter – Vol. 2, No. 1 (2000)
NNEST Newsletter – Vol. 1, No. 1 (1999)
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.
Every January, NNEST IS joins forces with CALL (Computer Assisted Language Learning) IS and offers a discussion-based session exploring the issues facing institutions where nonnative and native English speaking instructors collaborate. Drawing on the literature and personal experiences, experts in the field share insights and professional development strategies. In these sessions, participants are encouraged to reflect on key issues and consider future directions for the IS.
• Click here to visit 2015 NNEST EVO.
• Click here to visit 2016 NNEST EVO.
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.
Advocacy Groups in TESOL Affiliates• WATESOL NNEST Caucus
• CATESOL NNLEI Group
Institutionalized Responses against Discrimination in TESOL• 2017 - Press Release Opposing the Discriminatory Use of Term "Native" in Advertisements used for Hiring Language Teachers by the Association of Language Teaching Centres in Andalusia, Spain
• 2017 - Position Statement Against Discrimination by TESOL Spain
• 2014 - Position Statement Against Discrimination On The Grounds Of Nationality, Ethnicity or Linguistic Heritage by The Association of British Columbia Teachers of English as an Additional Language (BC TEAL)
• 2013 - Position Paper Opposing Discrimination against NNESTs and Teachers with “Non-standard” Varieties of English by California TESOL (CATESOL) Organization
• 2006 - Position Statement Against Discrimination of Nonnative Speakers of English in the Field of TESOL by TESOL International Association
• 1991 - A TESOL Statement on Non-Native Speakers of English and Hiring Practices by TESOL International Association
Bibliography on NNEST issues• NNEST Bibliography by TIRF
• Multilingually by Ana Wu
Online Advocacy Groups• TEFL Equity Advocates
• Equity Advocates
• Budapest NNEST
Blogs• TEFL Equity Advocates
Documents• Suggested response to discriminatory job ads by George Braine
• NNEST IS Convention Booklet @ TESOL'15
• NNEST IS Convention Booklet @ TESOL'14
External Links• NNEST on Wikipedia
• World Englishes on Facebook
• International Association for World Englishes (IAWE)
• FLC Group
• English as a Lingua Franca on Wikipedia
• English as a Lingua Franca Group on Facebook
• English as a Lingua Franca Teacher Education Group on Facebook
• English as an International Lingua Franca in Education by Nicos Sifakis
• International English on Wikipedia