ALWAYS LOOK ON THE BRIGHT SIDE !

1. ALWAYS LOOK ON THE BRIGHT SIDE ! BEING A NONNATIVE Péter Medgyes

3. NativeEnglish-SpeakingTeachers ↓NESTsNonnativeEnglish-SpeakingTeachers↓Non-NESTs

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

5. Hypotheses: Set 1 • NESTs & non-NESTs differ in terms of their language proficiency.

10. Hypotheses: Set 1 • NESTs & non-NESTs differ in terms of their language proficiency. • NESTs & non-NESTs differ in terms of their teaching behaviour.

13. 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.

14. 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.

15. Who would you employ? • Only a NEST. • Preferably a NEST. • Makes no difference. • Can’ttell.

17. Hypotheses: Set 2 Non-NESTs can: • provide a better learner model.

18. Hypotheses: Set 2 Non-NESTs can: • provide a better learner model. • teach learning strategies more effectively.

19. Hypotheses: Set 2 Non-NESTs can: • provide a better learner model. • teach learning strategies more effectively. • supply more information about English.

20. Enough • Mycar is bigenough. • Thereare more thanenoughcarsontheroads of Budapest. • Myvolkswagenisn’t a bigenoughcarforourfamily. • Thereare more thanenoughbigcarsontheroads of Budapest. • Thisshould be explanationenoughwhythemayor of Budapest considersintroducing a toll inthe city centre.

21. 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.

22. 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.

24. 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.

26. Critique • Linguists

28. Critique • Linguists • P. C. activists

30. Critique • Linguists • P. C. activists • Teacher educators

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

33. On the credit side • Publications • Non-NEST researchers • Confidence boost

35. Whatwouldyoutellyournewnon-NESTtodo? • Pretendto be a nativespeaker of English. • Revealyournonnativeidentity. • Doasyouplease.

36. WhenNESTsreignedsupreme • Inferiority complex

38. WhenNESTsreignedsupreme • Inferioritycomplex • The Centre ↔ The Periphery

39. WhenNESTsreignedsupreme • Inferioritycomplex • The Centre ↔ The Periphery • BANA ↔ TESEP

43. Hurray! 97 percent of the ELT profession consists of non-NESTs.

44. Conclusion

45. Action plan • Teacher supply • English as a lingua franca (ELF) • Younglearners • Content & languageintegratedlearning (CLIL) • Information & communicationtechnology (ICT) • In-school + out-of-school • Languageimprovementfornon-NESTs • NEST jobapplicants • CollaborationbetweenNESTs & non-NESTs

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